diff --git a/llava/__init__.py b/llava/__init__.py
new file mode 100644
index 0000000000000000000000000000000000000000..4d1f016db1028101d45ba7d68cb3f0bcb558c2bb
--- /dev/null
+++ b/llava/__init__.py
@@ -0,0 +1 @@
+from .model import LlavaLlamaForCausalLM
diff --git a/llava/constants.py b/llava/constants.py
new file mode 100644
index 0000000000000000000000000000000000000000..f1bcfaedb217f9ed2f3c399f8e5ccae68d6d189a
--- /dev/null
+++ b/llava/constants.py
@@ -0,0 +1,18 @@
+CONTROLLER_HEART_BEAT_EXPIRATION = 30
+WORKER_HEART_BEAT_INTERVAL = 15
+
+LOGDIR = "."
+
+# Model Constants
+IGNORE_INDEX = -100
+X_TOKEN_INDEX = {'IMAGE': -200, 'VIDEO': -201, 'AUDIO': -202, 'THERMAL': -203, 'DEPTH': -204}
+X_INDEX_TOKEN = {v: k for k, v in X_TOKEN_INDEX.items()}
+# IMAGE_TOKEN_INDEX = -200
+DEFAULT_X_TOKEN = {'IMAGE': "<image>", 'VIDEO': "<video>", 'AUDIO': "<audio>", 'THERMAL': "<thermal>", 'DEPTH': "<depth>"}
+# DEFAULT_IMAGE_TOKEN = "<image>"
+DEFAULT_X_PATCH_TOKEN = {'IMAGE': "<im_patch>", 'VIDEO': "<vi_patch>", 'AUDIO': "<au_patch>", 'THERMAL': "<th_patch>", 'DEPTH': "<de_patch>"}
+# DEFAULT_IMAGE_PATCH_TOKEN = "<im_patch>"
+DEFAULT_X_START_TOKEN = {'IMAGE': "<im_start>", 'VIDEO': "<vi_start>", 'AUDIO': "<au_start>", 'THERMAL': "<th_start>", 'DEPTH': "<de_start>"}
+# DEFAULT_IM_START_TOKEN = "<im_start>"
+DEFAULT_X_END_TOKEN = {'IMAGE': "<im_end>", 'VIDEO': "<vi_end>", 'AUDIO': "<au_end>", 'THERMAL': "<th_end>", 'DEPTH': "<de_end>"}
+# DEFAULT_IM_END_TOKEN = "<im_end>"
diff --git a/llava/conversation.py b/llava/conversation.py
new file mode 100644
index 0000000000000000000000000000000000000000..6ee30cf9942d6f3184e845c0436f5c1d80e00043
--- /dev/null
+++ b/llava/conversation.py
@@ -0,0 +1,381 @@
+import dataclasses
+from enum import auto, Enum
+from typing import List, Tuple
+
+
+class SeparatorStyle(Enum):
+    """Different separator style."""
+    SINGLE = auto()
+    TWO = auto()
+    MPT = auto()
+    PLAIN = auto()
+    LLAMA_2 = auto()
+
+
+@dataclasses.dataclass
+class Conversation:
+    """A class that keeps all conversation history."""
+    system: str
+    roles: List[str]
+    messages: List[List[str]]
+    offset: int
+    sep_style: SeparatorStyle = SeparatorStyle.SINGLE
+    sep: str = "###"
+    sep2: str = None
+    version: str = "Unknown"
+
+    skip_next: bool = False
+
+    def get_prompt(self):
+        messages = self.messages
+        if len(messages) > 0 and type(messages[0][1]) is tuple:
+            messages = self.messages.copy()
+            init_role, init_msg = messages[0].copy()
+            init_msg = init_msg[0].replace("<image>", "").strip()
+            if 'mmtag' in self.version:
+                messages[0] = (init_role, init_msg)
+                messages.insert(0, (self.roles[0], "<Image><image></Image>"))
+                messages.insert(1, (self.roles[1], "Received."))
+            else:
+                messages[0] = (init_role, "<image>\n" + init_msg)
+
+        if self.sep_style == SeparatorStyle.SINGLE:
+            ret = self.system + self.sep
+            for role, message in messages:
+                if message:
+                    if type(message) is tuple:
+                        message, _, _ = message
+                    ret += role + ": " + message + self.sep
+                else:
+                    ret += role + ":"
+        elif self.sep_style == SeparatorStyle.TWO:
+            seps = [self.sep, self.sep2]
+            ret = self.system + seps[0]
+            for i, (role, message) in enumerate(messages):
+                if message:
+                    if type(message) is tuple:
+                        message, _, _ = message
+                    ret += role + ": " + message + seps[i % 2]
+                else:
+                    ret += role + ":"
+        elif self.sep_style == SeparatorStyle.MPT:
+            ret = self.system + self.sep
+            for role, message in messages:
+                if message:
+                    if type(message) is tuple:
+                        message, _, _ = message
+                    ret += role + message + self.sep
+                else:
+                    ret += role
+        elif self.sep_style == SeparatorStyle.LLAMA_2:
+            wrap_sys = lambda msg: f"<<SYS>>\n{msg}\n<</SYS>>\n\n"
+            wrap_inst = lambda msg: f"[INST] {msg} [/INST]"
+            ret = ""
+
+            for i, (role, message) in enumerate(messages):
+                if i == 0:
+                    assert message, "first message should not be none"
+                    assert role == self.roles[0], "first message should come from user"
+                if message:
+                    if type(message) is tuple:
+                        message, _, _ = message
+                    if i == 0: message = wrap_sys(self.system) + message
+                    if i % 2 == 0:
+                        message = wrap_inst(message)
+                        ret += self.sep + message
+                    else:
+                        ret += " " + message + " " + self.sep2
+                else:
+                    ret += ""
+            ret = ret.lstrip(self.sep)
+        elif self.sep_style == SeparatorStyle.PLAIN:
+            seps = [self.sep, self.sep2]
+            ret = self.system
+            for i, (role, message) in enumerate(messages):
+                if message:
+                    if type(message) is tuple:
+                        message, _, _ = message
+                    ret += message + seps[i % 2]
+                else:
+                    ret += ""
+        else:
+            raise ValueError(f"Invalid style: {self.sep_style}")
+
+        return ret
+
+    def append_message(self, role, message):
+        self.messages.append([role, message])
+
+    def get_images(self, return_pil=False):
+        images = []
+        for i, (role, msg) in enumerate(self.messages[self.offset:]):
+            if i % 2 == 0:
+                if type(msg) is tuple:
+                    import base64
+                    from io import BytesIO
+                    from PIL import Image
+                    msg, image, image_process_mode = msg
+                    if image_process_mode == "Pad":
+                        def expand2square(pil_img, background_color=(122, 116, 104)):
+                            width, height = pil_img.size
+                            if width == height:
+                                return pil_img
+                            elif width > height:
+                                result = Image.new(pil_img.mode, (width, width), background_color)
+                                result.paste(pil_img, (0, (width - height) // 2))
+                                return result
+                            else:
+                                result = Image.new(pil_img.mode, (height, height), background_color)
+                                result.paste(pil_img, ((height - width) // 2, 0))
+                                return result
+                        image = expand2square(image)
+                    elif image_process_mode in ["Default", "Crop"]:
+                        pass
+                    elif image_process_mode == "Resize":
+                        image = image.resize((336, 336))
+                    else:
+                        raise ValueError(f"Invalid image_process_mode: {image_process_mode}")
+                    max_hw, min_hw = max(image.size), min(image.size)
+                    aspect_ratio = max_hw / min_hw
+                    max_len, min_len = 800, 400
+                    shortest_edge = int(min(max_len / aspect_ratio, min_len, min_hw))
+                    longest_edge = int(shortest_edge * aspect_ratio)
+                    W, H = image.size
+                    if longest_edge != max(image.size):
+                        if H > W:
+                            H, W = longest_edge, shortest_edge
+                        else:
+                            H, W = shortest_edge, longest_edge
+                        image = image.resize((W, H))
+                    if return_pil:
+                        images.append(image)
+                    else:
+                        buffered = BytesIO()
+                        image.save(buffered, format="PNG")
+                        img_b64_str = base64.b64encode(buffered.getvalue()).decode()
+                        images.append(img_b64_str)
+        return images
+
+    def to_gradio_chatbot(self):
+        ret = []
+        for i, (role, msg) in enumerate(self.messages[self.offset:]):
+            if i % 2 == 0:
+                if type(msg) is tuple:
+                    import base64
+                    from io import BytesIO
+                    msg, image, image_process_mode = msg
+                    max_hw, min_hw = max(image.size), min(image.size)
+                    aspect_ratio = max_hw / min_hw
+                    max_len, min_len = 800, 400
+                    shortest_edge = int(min(max_len / aspect_ratio, min_len, min_hw))
+                    longest_edge = int(shortest_edge * aspect_ratio)
+                    W, H = image.size
+                    if H > W:
+                        H, W = longest_edge, shortest_edge
+                    else:
+                        H, W = shortest_edge, longest_edge
+                    image = image.resize((W, H))
+                    buffered = BytesIO()
+                    image.save(buffered, format="JPEG")
+                    img_b64_str = base64.b64encode(buffered.getvalue()).decode()
+                    img_str = f'<img src="data:image/png;base64,{img_b64_str}" alt="user upload image" />'
+                    msg = img_str + msg.replace('<image>', '').strip()
+                    ret.append([msg, None])
+                else:
+                    ret.append([msg, None])
+            else:
+                ret[-1][-1] = msg
+        return ret
+
+    def copy(self):
+        return Conversation(
+            system=self.system,
+            roles=self.roles,
+            messages=[[x, y] for x, y in self.messages],
+            offset=self.offset,
+            sep_style=self.sep_style,
+            sep=self.sep,
+            sep2=self.sep2,
+            version=self.version)
+
+    def dict(self):
+        if len(self.get_images()) > 0:
+            return {
+                "system": self.system,
+                "roles": self.roles,
+                "messages": [[x, y[0] if type(y) is tuple else y] for x, y in self.messages],
+                "offset": self.offset,
+                "sep": self.sep,
+                "sep2": self.sep2,
+            }
+        return {
+            "system": self.system,
+            "roles": self.roles,
+            "messages": self.messages,
+            "offset": self.offset,
+            "sep": self.sep,
+            "sep2": self.sep2,
+        }
+
+
+conv_vicuna_v0 = Conversation(
+    system="A chat between a curious human and an artificial intelligence assistant. "
+           "The assistant gives helpful, detailed, and polite answers to the human's questions.",
+    roles=("Human", "Assistant"),
+    messages=(
+        ("Human", "What are the key differences between renewable and non-renewable energy sources?"),
+        ("Assistant",
+            "Renewable energy sources are those that can be replenished naturally in a relatively "
+            "short amount of time, such as solar, wind, hydro, geothermal, and biomass. "
+            "Non-renewable energy sources, on the other hand, are finite and will eventually be "
+            "depleted, such as coal, oil, and natural gas. Here are some key differences between "
+            "renewable and non-renewable energy sources:\n"
+            "1. Availability: Renewable energy sources are virtually inexhaustible, while non-renewable "
+            "energy sources are finite and will eventually run out.\n"
+            "2. Environmental impact: Renewable energy sources have a much lower environmental impact "
+            "than non-renewable sources, which can lead to air and water pollution, greenhouse gas emissions, "
+            "and other negative effects.\n"
+            "3. Cost: Renewable energy sources can be more expensive to initially set up, but they typically "
+            "have lower operational costs than non-renewable sources.\n"
+            "4. Reliability: Renewable energy sources are often more reliable and can be used in more remote "
+            "locations than non-renewable sources.\n"
+            "5. Flexibility: Renewable energy sources are often more flexible and can be adapted to different "
+            "situations and needs, while non-renewable sources are more rigid and inflexible.\n"
+            "6. Sustainability: Renewable energy sources are more sustainable over the long term, while "
+            "non-renewable sources are not, and their depletion can lead to economic and social instability.\n")
+    ),
+    offset=2,
+    sep_style=SeparatorStyle.SINGLE,
+    sep="###",
+)
+
+conv_vicuna_v1 = Conversation(
+    system="A chat between a curious user and an artificial intelligence assistant. "
+    "The assistant gives helpful, detailed, and polite answers to the user's questions.",
+    roles=("USER", "ASSISTANT"),
+    version="v1",
+    messages=(),
+    offset=0,
+    sep_style=SeparatorStyle.TWO,
+    sep=" ",
+    sep2="</s>",
+)
+
+conv_llama_2 = Conversation(
+    system="""You are a helpful, respectful and honest assistant. Always answer as helpfully as possible, while being safe.  Your answers should not include any harmful, unethical, racist, sexist, toxic, dangerous, or illegal content. Please ensure that your responses are socially unbiased and positive in nature.
+
+If a question does not make any sense, or is not factually coherent, explain why instead of answering something not correct. If you don't know the answer to a question, please don't share false information.""",
+    roles=("USER", "ASSISTANT"),
+    version="llama_v2",
+    messages=(),
+    offset=0,
+    sep_style=SeparatorStyle.LLAMA_2,
+    sep="<s>",
+    sep2="</s>",
+)
+
+conv_llava_llama_2 = Conversation(
+    system="You are a helpful language and vision assistant. "
+           "You are able to understand the visual content that the user provides, "
+           "and assist the user with a variety of tasks using natural language.",
+    roles=("USER", "ASSISTANT"),
+    version="llama_v2",
+    messages=(),
+    offset=0,
+    sep_style=SeparatorStyle.LLAMA_2,
+    sep="<s>",
+    sep2="</s>",
+)
+
+conv_mpt = Conversation(
+    system="""<|im_start|>system
+A conversation between a user and an LLM-based AI assistant. The assistant gives helpful and honest answers.""",
+    roles=("<|im_start|>user\n", "<|im_start|>assistant\n"),
+    version="mpt",
+    messages=(),
+    offset=0,
+    sep_style=SeparatorStyle.MPT,
+    sep="<|im_end|>",
+)
+
+conv_llava_plain = Conversation(
+    system="",
+    roles=("", ""),
+    messages=(
+    ),
+    offset=0,
+    sep_style=SeparatorStyle.PLAIN,
+    sep="\n",
+)
+
+conv_llava_v0 = Conversation(
+    system="A chat between a curious human and an artificial intelligence assistant. "
+           "The assistant gives helpful, detailed, and polite answers to the human's questions.",
+    roles=("Human", "Assistant"),
+    messages=(
+    ),
+    offset=0,
+    sep_style=SeparatorStyle.SINGLE,
+    sep="###",
+)
+
+conv_llava_v0_mmtag = Conversation(
+    system="A chat between a curious user and an artificial intelligence assistant. "
+           "The assistant is able to understand the visual content that the user provides, and assist the user with a variety of tasks using natural language."
+           "The visual content will be provided with the following format: <Image>visual content</Image>.",
+    roles=("Human", "Assistant"),
+    messages=(
+    ),
+    offset=0,
+    sep_style=SeparatorStyle.SINGLE,
+    sep="###",
+    version="v0_mmtag",
+)
+
+conv_llava_v1 = Conversation(
+    system="A chat between a curious human and an artificial intelligence assistant. "
+           "The assistant gives helpful, detailed, and polite answers to the human's questions.",
+    roles=("USER", "ASSISTANT"),
+    version="v1",
+    messages=(),
+    offset=0,
+    sep_style=SeparatorStyle.TWO,
+    sep=" ",
+    sep2="</s>",
+)
+
+conv_llava_v1_mmtag = Conversation(
+    system="A chat between a curious user and an artificial intelligence assistant. "
+           "The assistant is able to understand the visual content that the user provides, and assist the user with a variety of tasks using natural language."
+           "The visual content will be provided with the following format: <Image>visual content</Image>.",
+    roles=("USER", "ASSISTANT"),
+    messages=(),
+    offset=0,
+    sep_style=SeparatorStyle.TWO,
+    sep=" ",
+    sep2="</s>",
+    version="v1_mmtag",
+)
+
+default_conversation = conv_vicuna_v0
+conv_templates = {
+    "default": conv_vicuna_v0,
+    "v0": conv_vicuna_v0,
+    "v1": conv_vicuna_v1,
+    "vicuna_v1": conv_vicuna_v1,
+    "llama_2": conv_llama_2,
+
+    "plain": conv_llava_plain,
+    "v0_plain": conv_llava_plain,
+    "llava_v0": conv_llava_v0,
+    "v0_mmtag": conv_llava_v0_mmtag,
+    "llava_v1": conv_llava_v1,
+    "v1_mmtag": conv_llava_v1_mmtag,
+    "llava_llama_2": conv_llava_llama_2,
+
+    "mpt": conv_mpt,
+}
+
+
+if __name__ == "__main__":
+    print(default_conversation.get_prompt())
diff --git a/llava/eval/eval_gpt_mmvet.py b/llava/eval/eval_gpt_mmvet.py
new file mode 100644
index 0000000000000000000000000000000000000000..9d306e9e9cdf78ec2cf350be8c04d67cce6c4d0c
--- /dev/null
+++ b/llava/eval/eval_gpt_mmvet.py
@@ -0,0 +1,276 @@
+import argparse
+
+import openai
+import json
+import os
+from tqdm import tqdm
+import pandas as pd
+import numpy as np
+from collections import Counter
+import time
+
+
+
+parser = argparse.ArgumentParser(description='ChatGPT-based QA evaluation.')
+parser.add_argument('--mmvet_path')
+parser.add_argument('--ckpt_name')
+parser.add_argument('--result_path')
+args = parser.parse_args()
+
+
+openai.api_base = ""
+openai.api_key = ''
+
+gpt_model = "gpt-4-0613"
+
+
+prompt = """Compare the ground truth and prediction from AI models, to give a correctness score for the prediction. <AND> in the ground truth means it is totally right only when all elements in the ground truth are present in the prediction, and <OR> means it is totally right when any one element in the ground truth is present in the prediction. The correctness score is 0.0 (totally wrong), 0.1, 0.2, 0.3, 0.4, 0.5, 0.6, 0.7, 0.8, 0.9, or 1.0 (totally right). Just complete the last space of the correctness score.
+
+Question | Ground truth | Prediction | Correctness
+--- | --- | --- | ---
+What is x in the equation? | -1 <AND> -5 | x = 3 | 0.0
+What is x in the equation? | -1 <AND> -5 | x = -1 | 0.5
+What is x in the equation? | -1 <AND> -5 | x = -5 | 0.5
+What is x in the equation? | -1 <AND> -5 | x = -5 or 5 | 0.5
+What is x in the equation? | -1 <AND> -5 | x = -1 or x = -5 | 1.0
+Can you explain this meme? | This meme is poking fun at the fact that the names of the countries Iceland and Greenland are misleading. Despite its name, Iceland is known for its beautiful green landscapes, while Greenland is mostly covered in ice and snow. The meme is saying that the person has trust issues because the names of these countries do not accurately represent their landscapes. | The meme talks about Iceland and Greenland. It's pointing out that despite their names, Iceland is not very icy and Greenland isn't very green. | 0.4
+Can you explain this meme? | This meme is poking fun at the fact that the names of the countries Iceland and Greenland are misleading. Despite its name, Iceland is known for its beautiful green landscapes, while Greenland is mostly covered in ice and snow. The meme is saying that the person has trust issues because the names of these countries do not accurately represent their landscapes. | The meme is using humor to point out the misleading nature of Iceland's and Greenland's names. Iceland, despite its name, has lush green landscapes while Greenland is mostly covered in ice and snow. The text 'This is why I have trust issues' is a playful way to suggest that these contradictions can lead to distrust or confusion. The humor in this meme is derived from the unexpected contrast between the names of the countries and their actual physical characteristics. | 1.0
+"""
+
+# load metadata
+# Download mm-vet.zip and `unzip mm-vet.zip` and change the path below
+mmvet_path = args.mmvet_path
+use_sub_set = False
+decimal_places = 1  # number of decimal places to round to
+
+if use_sub_set:
+    bard_set_file = os.path.join(mmvet_path, "bard_set.json")
+    with open(bard_set_file, 'r') as f:
+        sub_set = json.load(f)
+    sub_set_name = 'bardset'
+    sub_set_name = sub_set_name + '_'
+else:
+    sub_set = None
+    sub_set_name = ''
+
+mmvet_metadata = os.path.join(mmvet_path, "mm-vet.json")
+with open(mmvet_metadata, 'r') as f:
+    data = json.load(f)
+
+counter = Counter()
+cap_set_list = []
+cap_set_counter = []
+len_data = 0
+for id, value in data.items():
+    if sub_set is not None and id not in sub_set:
+        continue
+    question = value["question"]
+    answer = value["answer"]
+    cap = value["capability"]
+    cap = set(cap)
+    counter.update(cap)
+    if cap not in cap_set_list:
+        cap_set_list.append(cap)
+        cap_set_counter.append(1)
+    else:
+        cap_set_counter[cap_set_list.index(cap)] += 1
+
+    len_data += 1
+
+sorted_list = counter.most_common()
+columns = [k for k, v in sorted_list]
+columns.append("total")
+columns.append("std")
+columns.append('runs')
+df = pd.DataFrame(columns=columns)
+
+cap_set_sorted_indices = np.argsort(-np.array(cap_set_counter))
+new_cap_set_list = []
+new_cap_set_counter = []
+for index in cap_set_sorted_indices:
+    new_cap_set_list.append(cap_set_list[index])
+    new_cap_set_counter.append(cap_set_counter[index])
+
+cap_set_list = new_cap_set_list
+cap_set_counter = new_cap_set_counter
+cap_set_names = ["_".join(list(cap_set)) for cap_set in cap_set_list]
+
+columns2 = cap_set_names
+columns2.append("total")
+columns2.append("std")
+columns2.append('runs')
+df2 = pd.DataFrame(columns=columns2)
+
+
+
+
+
+
+
+
+###### change your model name ######
+model = args.ckpt_name
+result_path = args.result_path
+num_run = 1 # we set it as 5 in the paper
+model_results_file = os.path.join(result_path, f"{model}.json")
+
+# grade results for each sample to svae
+grade_file = f'{model}_{gpt_model}-grade-{num_run}runs.json'
+grade_file = os.path.join(result_path, grade_file)
+
+# score results regarding capabilities/capability integration to save
+cap_score_file = f'{model}_{sub_set_name}{gpt_model}-cap-score-{num_run}runs.csv'
+cap_score_file = os.path.join(result_path, cap_score_file)
+cap_int_score_file = f'{model}_{sub_set_name}{gpt_model}-cap-int-score-{num_run}runs.csv'
+cap_int_score_file = os.path.join(result_path, cap_int_score_file)
+
+with open(model_results_file) as f:
+    results = json.load(f)
+if os.path.exists(grade_file):
+    with open(grade_file, 'r') as f:
+        grade_results = json.load(f)
+else:
+    grade_results = {}
+
+
+def need_more_runs():
+    need_more_runs = False
+    if len(grade_results) > 0:
+        for k, v in grade_results.items():
+            if len(v['score']) < num_run:
+                need_more_runs = True
+                break
+    return need_more_runs or len(grade_results) < len_data
+
+
+while need_more_runs():
+    for j in range(num_run):
+        print(f'eval run {j}')
+        for id, line in tqdm(data.items()):
+            if sub_set is not None and id not in sub_set:
+                continue
+            if id in grade_results and len(grade_results[id]['score']) >= (j + 1):
+                continue
+
+            model_pred = results[id]
+
+            question = prompt + '\n' + ' | '.join(
+                [line['question'], line['answer'].replace("<AND>", " <AND> ").replace("<OR>", " <OR> "), model_pred,
+                 ""])
+            messages = [
+                {"role": "user", "content": question},
+            ]
+
+            if id not in grade_results:
+                sample_grade = {'model': [], 'content': [], 'score': []}
+            else:
+                sample_grade = grade_results[id]
+
+            grade_sample_run_complete = False
+            temperature = 0.0
+
+            while not grade_sample_run_complete:
+                try:
+                    response = openai.ChatCompletion.create(
+                        model=gpt_model,
+                        max_tokens=3,
+                        temperature=temperature,
+                        messages=messages)
+                    # print(response['model'])
+                    content = response['choices'][0]['message']['content']
+                    flag = True
+                    try_time = 1
+                    while flag:
+                        try:
+                            content = content.split(' ')[0].strip()
+                            score = float(content)
+                            if score > 1.0 or score < 0.0:
+                                assert False
+                            flag = False
+                        except:
+                            question = prompt + '\n' + ' | '.join(
+                                [line['question'], line['answer'].replace("<AND>", " <AND> ").replace("<OR>", " <OR> "),
+                                 model_pred, ""]) + "\nPredict the correctness of the answer (digit): "
+                            messages = [
+                                {"role": "user", "content": question},
+                            ]
+                            response = openai.ChatCompletion.create(
+                                model=gpt_model,
+                                max_tokens=3,
+                                temperature=temperature,
+                                messages=messages)
+                            # print(response)
+                            content = response['choices'][0]['message']['content']
+                            try_time += 1
+                            temperature += 0.5
+                            print(f"{id} try {try_time} times")
+                            print(content)
+                            if try_time > 5:
+                                score = 0.0
+                                flag = False
+                    grade_sample_run_complete = True
+                except:
+                    # gpt4 may have token rate limit
+                    print("sleep 1s")
+                    time.sleep(1)
+
+            if len(sample_grade['model']) >= j + 1:
+                sample_grade['model'][j] = response['model']
+                sample_grade['content'][j] = content
+                sample_grade['score'][j] = score
+            else:
+                sample_grade['model'].append(response['model'])
+                sample_grade['content'].append(content)
+                sample_grade['score'].append(score)
+            grade_results[id] = sample_grade
+
+            with open(grade_file, 'w') as f:
+                json.dump(grade_results, f, indent=4)
+
+assert not need_more_runs()
+cap_socres = {k: [0.0] * num_run for k in columns[:-2]}
+counter['total'] = len_data
+
+cap_socres2 = {k: [0.0] * num_run for k in columns2[:-2]}
+counter2 = {columns2[i]: cap_set_counter[i] for i in range(len(cap_set_counter))}
+counter2['total'] = len_data
+
+for k, v in grade_results.items():
+    if sub_set is not None and k not in sub_set:
+        continue
+    for i in range(num_run):
+        score = v['score'][i]
+        caps = set(data[k]['capability'])
+        for c in caps:
+            cap_socres[c][i] += score
+
+        cap_socres['total'][i] += score
+
+        index = cap_set_list.index(caps)
+        cap_socres2[cap_set_names[index]][i] += score
+        cap_socres2['total'][i] += score
+
+for k, v in cap_socres.items():
+    cap_socres[k] = np.array(v) / counter[k] * 100
+
+std = round(cap_socres['total'].std(), decimal_places)
+total_copy = cap_socres['total'].copy()
+runs = str(list(np.round(total_copy, decimal_places)))
+
+for k, v in cap_socres.items():
+    cap_socres[k] = round(v.mean(), decimal_places)
+
+cap_socres['std'] = std
+cap_socres['runs'] = runs
+df.loc[model] = cap_socres
+
+for k, v in cap_socres2.items():
+    cap_socres2[k] = round(np.mean(np.array(v) / counter2[k] * 100), decimal_places)
+cap_socres2['std'] = std
+cap_socres2['runs'] = runs
+df2.loc[model] = cap_socres2
+
+df.to_csv(cap_score_file)
+df2.to_csv(cap_int_score_file)
+print(df)
+print(df2)
\ No newline at end of file
diff --git a/llava/eval/eval_gpt_review.py b/llava/eval/eval_gpt_review.py
new file mode 100644
index 0000000000000000000000000000000000000000..8af4559c65fc2728b11fd2097a109981ee1ef686
--- /dev/null
+++ b/llava/eval/eval_gpt_review.py
@@ -0,0 +1,113 @@
+import argparse
+import json
+import os
+
+import openai
+import tqdm
+import ray
+import time
+
+NUM_SECONDS_TO_SLEEP = 3
+
+@ray.remote(num_cpus=4)
+def get_eval(content: str, max_tokens: int):
+    while True:
+        try:
+            response = openai.ChatCompletion.create(
+                model='gpt-4',
+                messages=[{
+                    'role': 'system',
+                    'content': 'You are a helpful and precise assistant for checking the quality of the answer.'
+                }, {
+                    'role': 'user',
+                    'content': content,
+                }],
+                temperature=0.2,  # TODO: figure out which temperature is best for evaluation
+                max_tokens=max_tokens,
+            )
+            break
+        except openai.error.RateLimitError:
+            pass
+        except Exception as e:
+            print(e)
+        time.sleep(NUM_SECONDS_TO_SLEEP)
+
+    print('success!')
+    return response['choices'][0]['message']['content']
+
+
+def parse_score(review):
+    try:
+        score_pair = review.split('\n')[0]
+        score_pair = score_pair.replace(',', ' ')
+        sp = score_pair.split(' ')
+        if len(sp) == 2:
+            return [float(sp[0]), float(sp[1])]
+        else:
+            print('error', review)
+            return [-1, -1]
+    except Exception as e:
+        print(e)
+        print('error', review)
+        return [-1, -1]
+
+
+if __name__ == '__main__':
+    parser = argparse.ArgumentParser(description='ChatGPT-based QA evaluation.')
+    parser.add_argument('-q', '--question')
+    # parser.add_argument('-a', '--answer')
+    parser.add_argument('-a', '--answer-list', nargs='+', default=[])
+    parser.add_argument('-r', '--rule')
+    parser.add_argument('-o', '--output')
+    parser.add_argument('--max-tokens', type=int, default=1024, help='maximum number of tokens produced in the output')
+    args = parser.parse_args()
+
+    ray.init()
+
+    f_q = open(os.path.expanduser(args.question))
+    f_ans1 = open(os.path.expanduser(args.answer_list[0]))
+    f_ans2 = open(os.path.expanduser(args.answer_list[1]))
+    rule_dict = json.load(open(os.path.expanduser(args.rule), 'r'))
+
+    review_file = open(f'{args.output}', 'w')
+
+    js_list = []
+    handles = []
+    idx = 0
+    for ques_js, ans1_js, ans2_js in zip(f_q, f_ans1, f_ans2):
+        # if idx == 1:
+        #     break
+
+        ques = json.loads(ques_js)
+        ans1 = json.loads(ans1_js)
+        ans2 = json.loads(ans2_js)
+
+        category = json.loads(ques_js)['category']
+        if category in rule_dict:
+            rule = rule_dict[category]
+        else:
+            rule = rule_dict['default']
+        prompt = rule['prompt']
+        role = rule['role']
+        content = (f'[Question]\n{ques["text"]}\n\n'
+                   f'[{role} 1]\n{ans1["text"]}\n\n[End of {role} 1]\n\n'
+                   f'[{role} 2]\n{ans2["text"]}\n\n[End of {role} 2]\n\n'
+                   f'[System]\n{prompt}\n\n')
+        js_list.append({
+            'id': idx+1,
+            'question_id': ques['question_id'],
+            'answer1_id': ans1['answer_id'],
+            'answer2_id': ans2['answer_id'],
+            'category': category})
+        idx += 1
+        handles.append(get_eval.remote(content, args.max_tokens))
+        # To avoid the rate limit set by OpenAI
+        time.sleep(NUM_SECONDS_TO_SLEEP)
+
+    reviews = ray.get(handles)
+    for idx, review in enumerate(reviews):
+        scores = parse_score(review)
+        js_list[idx]['content'] = review
+        js_list[idx]['tuple'] = scores
+        review_file.write(json.dumps(js_list[idx]) + '\n')
+    review_file.close()
diff --git a/llava/eval/eval_gpt_review_bench.py b/llava/eval/eval_gpt_review_bench.py
new file mode 100644
index 0000000000000000000000000000000000000000..06160f2422b5368f30fb967f7cae635208a1dc69
--- /dev/null
+++ b/llava/eval/eval_gpt_review_bench.py
@@ -0,0 +1,121 @@
+import argparse
+import json
+import os
+
+import openai
+import time
+
+NUM_SECONDS_TO_SLEEP = 0.5
+
+
+def get_eval(content: str, max_tokens: int):
+    while True:
+        try:
+            response = openai.ChatCompletion.create(
+                model='gpt-4-0314',
+                messages=[{
+                    'role': 'system',
+                    'content': 'You are a helpful and precise assistant for checking the quality of the answer.'
+                }, {
+                    'role': 'user',
+                    'content': content,
+                }],
+                temperature=0.2,  # TODO: figure out which temperature is best for evaluation
+                max_tokens=max_tokens,
+            )
+            break
+        except openai.error.RateLimitError:
+            pass
+        except Exception as e:
+            print(e)
+        time.sleep(NUM_SECONDS_TO_SLEEP)
+
+    return response['choices'][0]['message']['content']
+
+
+def parse_score(review):
+    try:
+        score_pair = review.split('\n')[0]
+        score_pair = score_pair.replace(',', ' ')
+        sp = score_pair.split(' ')
+        if len(sp) == 2:
+            return [float(sp[0]), float(sp[1])]
+        else:
+            print('error', review)
+            return [-1, -1]
+    except Exception as e:
+        print(e)
+        print('error', review)
+        return [-1, -1]
+
+
+if __name__ == '__main__':
+    parser = argparse.ArgumentParser(description='ChatGPT-based QA evaluation.')
+    parser.add_argument('-q', '--question')
+    parser.add_argument('-c', '--context')
+    parser.add_argument('-a', '--answer-list', nargs='+', default=[])
+    parser.add_argument('-r', '--rule')
+    parser.add_argument('-o', '--output')
+    parser.add_argument('--max-tokens', type=int, default=1024, help='maximum number of tokens produced in the output')
+    args = parser.parse_args()
+
+    f_q = open(os.path.expanduser(args.question))
+    f_ans1 = open(os.path.expanduser(args.answer_list[0]))
+    f_ans2 = open(os.path.expanduser(args.answer_list[1]))
+    rule_dict = json.load(open(os.path.expanduser(args.rule), 'r'))
+
+    if os.path.isfile(os.path.expanduser(args.output)):
+        cur_reviews = [json.loads(line) for line in open(os.path.expanduser(args.output))]
+    else:
+        cur_reviews = []
+
+    review_file = open(f'{args.output}', 'a')
+
+    context_list = [json.loads(line) for line in open(os.path.expanduser(args.context))]
+    image_to_context = {context['image']: context for context in context_list}
+
+    handles = []
+    idx = 0
+    for ques_js, ans1_js, ans2_js in zip(f_q, f_ans1, f_ans2):
+        ques = json.loads(ques_js)
+        ans1 = json.loads(ans1_js)
+        ans2 = json.loads(ans2_js)
+
+        inst = image_to_context[ques['image']]
+
+        if isinstance(inst['caption'], list):
+            cap_str = '\n'.join(inst['caption'])
+        else:
+            cap_str = inst['caption']
+
+        category = 'llava_bench_' + json.loads(ques_js)['category']
+        if category in rule_dict:
+            rule = rule_dict[category]
+        else:
+            assert False, f"Visual QA category not found in rule file: {category}."
+        prompt = rule['prompt']
+        role = rule['role']
+        content = (f'[Context]\n{cap_str}\n\n'
+                   f'[Question]\n{ques["text"]}\n\n'
+                   f'[{role} 1]\n{ans1["text"]}\n\n[End of {role} 1]\n\n'
+                   f'[{role} 2]\n{ans2["text"]}\n\n[End of {role} 2]\n\n'
+                   f'[System]\n{prompt}\n\n')
+        cur_js = {
+            'id': idx+1,
+            'question_id': ques['question_id'],
+            'answer1_id': ans1.get('answer_id', ans1['question_id']),
+            'answer2_id': ans2.get('answer_id', ans2['answer_id']),
+            'category': category
+        }
+        if idx >= len(cur_reviews):
+            review = get_eval(content, args.max_tokens)
+            scores = parse_score(review)
+            cur_js['content'] = review
+            cur_js['tuple'] = scores
+            review_file.write(json.dumps(cur_js) + '\n')
+            review_file.flush()
+        else:
+            print(f'Skipping {idx} as we already have it.')
+        idx += 1
+        print(idx)
+    review_file.close()
diff --git a/llava/eval/eval_gpt_review_visual.py b/llava/eval/eval_gpt_review_visual.py
new file mode 100644
index 0000000000000000000000000000000000000000..d6e407a400a67020d801e6c27a3c32a2ee38f30c
--- /dev/null
+++ b/llava/eval/eval_gpt_review_visual.py
@@ -0,0 +1,118 @@
+import argparse
+import json
+import os
+
+import openai
+import time
+
+NUM_SECONDS_TO_SLEEP = 0.5
+
+
+def get_eval(content: str, max_tokens: int):
+    while True:
+        try:
+            response = openai.ChatCompletion.create(
+                model='gpt-4-0314',
+                messages=[{
+                    'role': 'system',
+                    'content': 'You are a helpful and precise assistant for checking the quality of the answer.'
+                }, {
+                    'role': 'user',
+                    'content': content,
+                }],
+                temperature=0.2,  # TODO: figure out which temperature is best for evaluation
+                max_tokens=max_tokens,
+            )
+            break
+        except openai.error.RateLimitError:
+            pass
+        except Exception as e:
+            print(e)
+        time.sleep(NUM_SECONDS_TO_SLEEP)
+
+    return response['choices'][0]['message']['content']
+
+
+def parse_score(review):
+    try:
+        score_pair = review.split('\n')[0]
+        score_pair = score_pair.replace(',', ' ')
+        sp = score_pair.split(' ')
+        if len(sp) == 2:
+            return [float(sp[0]), float(sp[1])]
+        else:
+            print('error', review)
+            return [-1, -1]
+    except Exception as e:
+        print(e)
+        print('error', review)
+        return [-1, -1]
+
+
+if __name__ == '__main__':
+    parser = argparse.ArgumentParser(description='ChatGPT-based QA evaluation.')
+    parser.add_argument('-q', '--question')
+    parser.add_argument('-c', '--context')
+    parser.add_argument('-a', '--answer-list', nargs='+', default=[])
+    parser.add_argument('-r', '--rule')
+    parser.add_argument('-o', '--output')
+    parser.add_argument('--max-tokens', type=int, default=1024, help='maximum number of tokens produced in the output')
+    args = parser.parse_args()
+
+    f_q = open(os.path.expanduser(args.question))
+    f_ans1 = open(os.path.expanduser(args.answer_list[0]))
+    f_ans2 = open(os.path.expanduser(args.answer_list[1]))
+    rule_dict = json.load(open(os.path.expanduser(args.rule), 'r'))
+
+    if os.path.isfile(os.path.expanduser(args.output)):
+        cur_reviews = [json.loads(line) for line in open(os.path.expanduser(args.output))]
+    else:
+        cur_reviews = []
+
+    review_file = open(f'{args.output}', 'a')
+
+    context_list = [json.loads(line) for line in open(os.path.expanduser(args.context))]
+    image_to_context = {context['image']: context for context in context_list}
+
+    handles = []
+    idx = 0
+    for ques_js, ans1_js, ans2_js in zip(f_q, f_ans1, f_ans2):
+        ques = json.loads(ques_js)
+        ans1 = json.loads(ans1_js)
+        ans2 = json.loads(ans2_js)
+
+        inst = image_to_context[ques['image']]
+        cap_str = '\n'.join(inst['captions'])
+        box_str = '\n'.join([f'{instance["category"]}: {instance["bbox"]}' for instance in inst['instances']])
+
+        category = json.loads(ques_js)['category']
+        if category in rule_dict:
+            rule = rule_dict[category]
+        else:
+            assert False, f"Visual QA category not found in rule file: {category}."
+        prompt = rule['prompt']
+        role = rule['role']
+        content = (f'[Context]\n{cap_str}\n\n{box_str}\n\n'
+                   f'[Question]\n{ques["text"]}\n\n'
+                   f'[{role} 1]\n{ans1["text"]}\n\n[End of {role} 1]\n\n'
+                   f'[{role} 2]\n{ans2["text"]}\n\n[End of {role} 2]\n\n'
+                   f'[System]\n{prompt}\n\n')
+        cur_js = {
+            'id': idx+1,
+            'question_id': ques['question_id'],
+            'answer1_id': ans1.get('answer_id', ans1['question_id']),
+            'answer2_id': ans2.get('answer_id', ans2['answer_id']),
+            'category': category
+        }
+        if idx >= len(cur_reviews):
+            review = get_eval(content, args.max_tokens)
+            scores = parse_score(review)
+            cur_js['content'] = review
+            cur_js['tuple'] = scores
+            review_file.write(json.dumps(cur_js) + '\n')
+            review_file.flush()
+        else:
+            print(f'Skipping {idx} as we already have it.')
+        idx += 1
+        print(idx)
+    review_file.close()
diff --git a/llava/eval/eval_gqa.py b/llava/eval/eval_gqa.py
new file mode 100644
index 0000000000000000000000000000000000000000..9b66f863a4d4a7eb1b3f87569cf63aeb0bc1c30e
--- /dev/null
+++ b/llava/eval/eval_gqa.py
@@ -0,0 +1,499 @@
+# Evaluation code for GQA.
+# Computes a suite of metrics such as accuracy, consistency, plausibility and scores per question type and length.
+# Visit https://gqadataset.org/ for all information about the dataset, including examples, visualizations, paper and slides.
+#
+#
+# Metrics:
+# - Accuracy: Standard accuracy, computed over the balanced version of the dataset, which is more robust against
+#             cheating by making educated guesses. For each question-answer pair (q,a), we give 1 point if the
+#             predicted answer p matches a and 0 otherwise, and average over all questions in the dataset.
+#
+# - Consistency: A metric for the level of model's consistency across different questions. For each question-answer
+#                pair (q,a), we define a set Eq={q1, q2, ..., qn} of entailed questions, the answers to which can
+#                be unambiguously inferred given (q,a).
+#                Denote Q the set of all questions the model answered correctly. For each question q in Q, we
+#                measure the model's accuracy over the entailed questions Eq to get the score sq and finally
+#                average these results across all questions in Q.
+#
+# - Validity: Measures whether the model gives a "valid" answer - one that can theoretically be an answer
+#             to the question (e.g. a color to a color question, yes/no to a binary question etc.).
+#             We provide a set of valid answers to each questions over the final answer vocabulary, in
+#             the choices file, and use it to compute average validity across the dataset.
+#
+# - Plausibility: Measures whether the model answers are plausible, e.g. one that make sense in the real world,
+#                 e.g. not answering "purple" to a question about apple color (unless it's really purple).
+#                 We provide a set of all plausible answers to each questions, computed by looking at all
+#                 attributes and relations hold for various objects throughout the whole dataset scene graphs,
+#                 and use it to compute average model plausibility across the data.
+#
+# - Grounding: Only for attention models. Measures whether the model looks at the relevant regions in the
+#              image when answering a question. Each question in the dataset is annotated with the visual regions
+#              they refer to, which are then used to compute the level to which the model has a correct visual attention,
+#              which will allow to identify whether it really answers based on the image of by language-based guesses.
+#              Supports both spatial features and object-based features.
+#
+# - Distribution: Measures the overall match between the true answer distribution for different questions,
+#                 vs the overall distribution predicted by the model through its answers for all the data.
+#                 We use chi-square statistic to measure the degree of similarity between the distributions,
+#                 giving indication to the level of overall world-knowledge of the model
+#
+# - Accuracy per type: accuracy per question structural types (logic, compare, choose), and semantic type
+#                      (questions about attributes, relations, categories, objects or the whole scene).
+#
+# - Accuracy for length: accuracy as a function of the question length, in terms of (1) words number, and semantic
+#                        complexity - number of reasoning steps.
+#
+# We may support additional metrics (e.g. coverage) in the future.
+#
+#
+# Files format:
+# - predictions file format: JSON array: [{"questionId": str, "prediction": str}]
+# - attentions file format: JSON array:
+#   Spatial attention: [{"questionId": str, "attention": [mapSize x mapSize: float] }].
+#   Object-based attention:[{"questionId": str, "attention": [[x0, y0, x1, y1, float] x #regions] }]. 0 < x,y < 1.
+# - questions and choices files are provided as part of the dataset.
+#   see https://gqadataset.org/download.html for information about their format.
+#
+#
+# If you have any questions or comments, please feel free to send an email,
+# at dorarad@cs.stanford.edu. We hope you'll enjoy using the GQA dataset! :)
+#
+#
+
+from collections import defaultdict
+from tqdm import tqdm
+import argparse
+import os.path
+import glob
+import json
+import math
+
+##### Arguments
+##########################################################################################
+
+parser = argparse.ArgumentParser()
+parser.add_argument('--tier', default="val", type=str, help="Tier, e.g. train, val")
+parser.add_argument('--scenes', default="{tier}_sceneGraphs.json", type=str, help="Scene graphs file name format.")
+parser.add_argument('--questions', default="{tier}_all_questions.json", type=str, help="Questions file name format.")
+parser.add_argument('--choices', default="{tier}_choices.json", type=str, help="Choices file name format.")
+parser.add_argument('--predictions', default="{tier}_predictions.json", type=str, help="Answers file name format.")
+parser.add_argument('--attentions', default="{tier}_attentions.json", type=str, help="Attentions file name format.")
+parser.add_argument('--consistency', action="store_true",
+                    help="True to compute consistency score (Need to provide answers to questions in val_all_questions.json).")
+parser.add_argument('--grounding', action="store_true",
+                    help="True to compute grounding score (If model uses attention).")
+parser.add_argument('--objectFeatures', action="store_true",
+                    help="True for object-based attention (False for spatial).")
+parser.add_argument('--mapSize', default=7, type=int,
+                    help="Optional, only to get attention score. Images features map size, mapSize * mapSize")
+args = parser.parse_args()
+
+print(
+    "Please make sure to use our provided visual features as gqadataset.org for better comparability. We provide both spatial and object-based features trained on GQA train set.")
+print(
+    "In particular please avoid using features from https://github.com/peteanderson80/bottom-up-attention since they were trained on images contained in the GQA validation set and thus may give false scores improvement.\n")
+
+if not args.consistency:
+    print("Please consider using --consistency to compute consistency scores for entailed questions.")
+    print("If you do so, please provide answers to all questions in val_all_questions.json.\n")
+
+if not args.grounding:
+    print("Please consider using --grounding to compute attention scores.")
+    print("If you do so, please provide attention maps through --attentions.\n")
+
+
+##### Files Loading
+##########################################################################################
+
+def loadFile(name):
+    # load standard json file
+    if os.path.isfile(name):
+        with open(name) as file:
+            data = json.load(file)
+    # load file chunks if too big
+    elif os.path.isdir(name.split(".")[0]):
+        data = {}
+        chunks = glob.glob('{dir}/{dir}_*.{ext}'.format(dir=name.split(".")[0], ext=name.split(".")[1]))
+        for chunk in chunks:
+            with open(chunk) as file:
+                data.update(json.load(file))
+    else:
+        raise Exception("Can't find {}".format(name))
+    return data
+
+
+# Load scene graphs
+print("Loading scene graphs...")
+try:
+    scenes = loadFile(args.scenes.format(tier=args.tier))
+except:
+    print('Failed to load scene graphs -- cannot evaluate grounding')
+    scenes = None  # for testdev
+
+# Load questions
+print("Loading questions...")
+questions = loadFile(args.questions)
+
+# Load choices
+print("Loading choices...")
+try:
+    choices = loadFile(args.choices.format(tier=args.tier))
+except:
+    print('Failed to load choices -- cannot evaluate validity or plausibility')
+    choices = None  # for testdev
+
+# Load predictions and turn them into a dictionary
+print("Loading predictions...")
+predictions = loadFile(args.predictions.format(tier=args.tier))
+predictions = {p["questionId"]: p["prediction"] for p in predictions}
+
+# Make sure all question have predictions
+for qid in questions:
+    if (qid not in predictions) and (args.consistency or questions[qid]["isBalanced"]):
+        print("no prediction for question {}. Please add prediction for all questions.".format(qid))
+        raise Exception("missing predictions")
+
+# Load attentions and turn them into a dictionary
+attentions = None
+if args.grounding:
+    with open(args.attentions.format(tier=args.tier)) as attentionsFile:
+        attentions = json.load(attentionsFile)
+        attentions = {a["questionId"]: a["attention"] for a in attentions}
+
+
+##### Scores data structures initialization
+##########################################################################################
+
+# book to float
+def toScore(b):
+    return float(1 if b else 0)
+
+
+# Compute average of a list
+def avg(l):
+    if len(l) == 0:
+        return 0
+    return float(sum(l)) / len(l)
+
+
+def wavg(l, w):
+    if sum(w) == 0:
+        return None
+    return float(sum(l[i] * w[i] for i in range(len(l)))) / sum(w)
+
+
+# Initialize data structure to track all metrics: e.g. accuracy, validity and plausibility, as well as
+# accuracy per question type, length and number of reasoning steps.
+scores = {
+    "accuracy": [],  # list of accuracies per question (1 if correct else 0). Will be averaged ultimately.
+    "binary": [],  # list of accuracies per a binary question (1 if correct else 0). Will be averaged ultimately.
+    "open": [],  # list of accuracies per an open question (1 if correct else 0). Will be averaged ultimately.
+    "validity": [],  # list of validity per question (1 if valid else 0).
+    "plausibility": [],  # list of plausibility per question (1 if plausible else 0).
+    "consistency": [],  # list of consistency scores for entailed questions.
+    "accuracyPerStructuralType": defaultdict(list),
+    # list of question accuracies for each structural type (e.g. compare, logic questions).
+    "accuracyPerSemanticType": defaultdict(list),
+    # list of question accuracies for each semantic type (e.g. questions about an object, an attribute, a relation).
+    "accuracyPerLength": defaultdict(list),  # list of question accuracies per question's word number.
+    "accuracyPerSteps": defaultdict(list),
+    # list of question accuracies per question's reasoning length (steps number).
+    "grounding": []  # list of grounding scores for each question.
+}
+
+# Initialize golden and predicted histograms per each question group. Used to compute the distribution metric.
+dist = {
+    "gold": defaultdict(lambda: defaultdict(int)),
+    "predicted": defaultdict(lambda: defaultdict(int))
+}
+
+
+##### Question lengths - words numbers and reasoning steps number
+##########################################################################################
+
+# Compute question length (words number)
+def getWordsNum(question):
+    return len(question["question"].split())
+
+
+# Compute number of reasoning steps (excluding the final "querying" step which doesn't increase effective reasoning length)
+def getStepsNum(question):
+    return len([c for c in question["semantic"] if not (any([o in "{}: {}".format(c["operation"], c["argument"])
+                                                             for o in ["exist", "query: name", "choose name"]]))])
+
+
+##### Functions for question annotations
+##########################################################################################
+
+# Utility function for converting question annotations string keys to slices
+def toSlice(strSlice):
+    sliceLims = (int(n) for n in strSlice.split(':'))
+    return apply(slice, sliceLims)
+
+
+# Utility function for converting question annotations string keys to indexes list:
+# "1" => [0]
+# "1:3" => [1, 2]
+# "4:9:2" => [4, 6, 8]
+def intsFromSlice(strSlice):
+    slice_obj = get_slice_obj(slicearg)
+    return (range(slice_obj.start or 0, slice_obj.stop or -1, slice_obj.step or 1))
+
+
+##### Functions for validity and plausibility
+##########################################################################################
+
+def belongs(element, group, question):
+    # normalization ()
+    if "Common" in question["types"]["detailed"]:
+        group = ["color", "material", "shape"]
+
+    return element in group
+
+
+##### Functions for consistency scores (for entailed questions ("inferred"))
+##########################################################################################
+
+def updateConsistency(questionId, question, questions):
+    inferredQuestions = [eid for eid in question["entailed"] if eid != questionId]
+
+    if correct and len(inferredQuestions) > 0:
+
+        cosnsitencyScores = []
+        for eid in inferredQuestions:
+            gold = questions[eid]["answer"]
+            predicted = predictions[eid]
+            score = toScore(predicted == gold)
+            cosnsitencyScores.append(score)
+
+        scores["consistency"].append(avg(cosnsitencyScores))
+
+
+##### Functions for grounding score (optional, only for attention models)
+##########################################################################################
+
+# Utility functions for working with bounding boxes.
+# c = (x0, y0, x1, y1), r = (r0, r1)
+
+def yrange(c):
+    return (c[1], c[3])
+
+
+def xrange(c):
+    return (c[0], c[2])
+
+
+def length(r):
+    if r is None:
+        return 0
+    return float(r[1] - r[0])
+
+
+def size(c):
+    return length(xrange(c)) * length(yrange(c))
+
+
+def intersection(r1, r2):
+    ir = (max(r1[0], r2[0]), min(r1[1], r2[1]))
+    if ir[1] > ir[0]:
+        return ir
+    return None
+
+
+def intersectionSize(c1, c2):
+    return length(intersection(xrange(c1), xrange(c2))) * length(intersection(yrange(c1), yrange(c2)))
+
+
+def intersectionRate(c1, c2):
+    return float(intersectionSize(c1, c2)) / size(c1)
+
+
+# Get spatial cell
+def getCell(i, j):
+    edge = float(1) / args.mapSize
+    return (edge * i, edge * j, edge * (i + 1), edge * (j + 1))
+
+
+# Get bounding box of objectId in sceneGraph
+def getRegion(sceneGraph, objectId):
+    obj = sceneGraph["objects"][objectId]
+    x0 = float(obj["x"]) / sceneGraph["width"]
+    y0 = float(obj["y"]) / sceneGraph["height"]
+    x1 = float(obj["x"] + obj["w"]) / sceneGraph["width"]
+    y1 = float(obj["y"] + obj["h"]) / sceneGraph["height"]
+    return (x0, y0, x1, y1)
+
+
+# Compute grounding score. Computer amount of attention (probability) given to each of the regions
+# the question and answers refer to.
+def computeGroundingScore(question, sceneGraph, attentionMap):
+    ## prepare gold regions
+    regions = []
+    # add question regions
+    regions += [getRegion(sceneGraph, pointer) for pointer in question["annotations"]["question"].values()]
+    # add answer regions
+    regions += [getRegion(sceneGraph, pointer) for pointer in question["annotations"]["fullAnswer"].values()]
+    # add all the image if the question refers to the whole scene
+    if any(("scene" in c) for c in question["semantic"]):
+        regions.append((0, 0, 1, 1))
+
+    # prepare attention map
+    if args.objectFeatures:
+        cells = [((x0, y0, x1, y1), attention) for x0, y0, x1, y1, attention in cells]
+    else:
+        cells = [(getCell(i, j), attentionMap[i][j]) for i in range(args.mapSize) for j in range(args.mapSize)]
+
+    # compare attention map to gold regions
+    scores = []
+    for region in regions:
+        for cell, attention in cells:
+            scores.append(attention * intersectionRate(cell, region))
+    return sum(scores)
+
+
+##### Functions for distribution score
+##########################################################################################
+
+# Compute chi square statistic of gold distribution vs predicted distribution,
+# averaged over all question groups
+def chiSquare(goldDist, predictedDist):
+    sumScore, sumOverall = 0, 0
+
+    for group in goldDist:
+        score, overall = 0, 0
+
+        for ans in goldDist[group]:
+            e = goldDist[group][ans]
+            o = predictedDist[group].get(ans, 0)
+            score += ((float(o - e) ** 2) / e)
+            overall += goldDist[group][ans]
+
+        sumScore += score * overall
+        sumOverall += overall
+
+    avgScore = float(sumScore) / sumOverall
+
+    return avgScore
+
+
+##### Main score computation
+##########################################################################################
+
+# Loop over the questions and compute mterics
+for qid, question in tqdm(questions.items()):
+
+    # Compute scores over the balanced dataset (more robust against cheating by making educated guesses)
+    if question["isBalanced"]:
+        gold = question["answer"]
+        predicted = predictions[qid]
+
+        correct = (predicted == gold)
+        score = toScore(correct)
+
+        wordsNum = getWordsNum(question)
+        stepsNum = getStepsNum(question)
+
+        # Update accuracy
+        scores["accuracy"].append(score)
+        scores["accuracyPerLength"][wordsNum].append(score)
+        scores["accuracyPerSteps"][stepsNum].append(score)
+        scores["accuracyPerStructuralType"][question["types"]["structural"]].append(score)
+        scores["accuracyPerSemanticType"][question["types"]["semantic"]].append(score)
+        answerType = "open" if question["types"]["structural"] == "query" else "binary"
+        scores[answerType].append(score)
+
+        # Update validity score
+        valid = (
+            belongs(predicted, choices[qid]["valid"], question) if choices
+            else False)
+        scores["validity"].append(toScore(valid))
+
+        # Update plausibility score
+        plausible = (
+            belongs(predicted, choices[qid]["plausible"], question) if choices
+            else False)
+        scores["plausibility"].append(toScore(plausible))
+
+        # Optionally compute grounding (attention) score
+        if attentions is not None:
+            groundingScore = computeGroundingScore(question, scenes[question["imageId"]], attentions[qid])
+            if groundingScore is not None:
+                scores["grounding"].append(groundingScore)
+
+        # Update histograms for gold and predicted answers
+        globalGroup = question["groups"]["global"]
+        if globalGroup is not None:
+            dist["gold"][globalGroup][gold] += 1
+            dist["predicted"][globalGroup][predicted] += 1
+
+        if args.consistency:
+            # Compute consistency (for entailed questions)
+            updateConsistency(qid, question, questions)
+
+# Compute distribution score
+scores["distribution"] = chiSquare(dist["gold"], dist["predicted"]) / 100
+
+# Average scores over all questions (in the balanced dataset) and print scores
+
+metrics = [
+    "binary",
+    "open",
+    "accuracy",
+    "consistency",
+    "validity",
+    "plausibility",
+    "grounding",
+    "distribution"
+]
+
+detailedMetrics = [
+    ("accuracyPerStructuralType", "Accuracy / structural type"),
+    ("accuracyPerSemanticType", "Accuracy / semantic type"),
+    ("accuracyPerSteps", "Accuracy / steps number"),
+    ("accuracyPerLength", "Accuracy / words number")
+]
+
+subMetrics = {
+    "attr": "attribute",
+    "cat": "category",
+    "global": "scene",
+    "obj": "object",
+    "rel": "relation"
+}
+# average
+for k in metrics:
+    if isinstance(scores[k], list):
+        scores[k] = avg(scores[k]) * 100
+
+for k, _ in detailedMetrics:
+    for t in scores[k]:
+        scores[k][t] = avg(scores[k][t]) * 100, len(scores[k][t])
+
+# print
+print("")
+for m in metrics:
+    # skip grounding and consistency scores if not requested
+    if m == "grounding" and not args.grounding:
+        continue
+    if m == "consistency" and not args.consistency:
+        continue
+
+    # print score
+    print("{title}: {score:.2f}{suffix}".format(title=m.capitalize(), score=scores[m],
+                                                suffix=" (lower is better)" if m == "distribution" else "%"))
+
+for m, mPrintName in detailedMetrics:
+    print("")
+    # print metric title
+    print("{}:".format(mPrintName))
+
+    for t in sorted(list(scores[m].keys())):
+        # set sub-metric title
+        tName = t
+        if isinstance(scores[k], list):
+            tName = subMetrics.get(t, t).capitalize()
+
+        # print score
+        print("  {title}: {score:.2f}{suffix} ({amount} questions)".format(title=tName,
+                                                                           score=scores[m][t][0], suffix="%",
+                                                                           amount=scores[m][t][1]))
\ No newline at end of file
diff --git a/llava/eval/eval_pope.py b/llava/eval/eval_pope.py
new file mode 100644
index 0000000000000000000000000000000000000000..b115b8f2327ea9d972f9e41bcbb03c68be6b3508
--- /dev/null
+++ b/llava/eval/eval_pope.py
@@ -0,0 +1,81 @@
+import os
+import json
+import argparse
+
+def eval_pope(answers, label_file):
+    label_list = [json.loads(q)['label'] for q in open(label_file, 'r')]
+
+    for answer in answers:
+        text = answer['text']
+
+        # Only keep the first sentence
+        if text.find('.') != -1:
+            text = text.split('.')[0]
+
+        text = text.replace(',', '')
+        words = text.split(' ')
+        if 'No' in words or 'not' in words or 'no' in words:
+            answer['text'] = 'no'
+        else:
+            answer['text'] = 'yes'
+
+    for i in range(len(label_list)):
+        if label_list[i] == 'no':
+            label_list[i] = 0
+        else:
+            label_list[i] = 1
+
+    pred_list = []
+    for answer in answers:
+        if answer['text'] == 'no':
+            pred_list.append(0)
+        else:
+            pred_list.append(1)
+
+    pos = 1
+    neg = 0
+    yes_ratio = pred_list.count(1) / len(pred_list)
+
+    TP, TN, FP, FN = 0, 0, 0, 0
+    for pred, label in zip(pred_list, label_list):
+        if pred == pos and label == pos:
+            TP += 1
+        elif pred == pos and label == neg:
+            FP += 1
+        elif pred == neg and label == neg:
+            TN += 1
+        elif pred == neg and label == pos:
+            FN += 1
+
+    print('TP\tFP\tTN\tFN\t')
+    print('{}\t{}\t{}\t{}'.format(TP, FP, TN, FN))
+
+    precision = float(TP) / float(TP + FP)
+    recall = float(TP) / float(TP + FN)
+    f1 = 2*precision*recall / (precision + recall)
+    acc = (TP + TN) / (TP + TN + FP + FN)
+    print('Accuracy: {}'.format(acc))
+    print('Precision: {}'.format(precision))
+    print('Recall: {}'.format(recall))
+    print('F1 score: {}'.format(f1))
+    print('Yes ratio: {}'.format(yes_ratio))
+    print('%.3f, %.3f, %.3f, %.3f, %.3f' % (f1, acc, precision, recall, yes_ratio) )
+
+if __name__ == "__main__":
+    parser = argparse.ArgumentParser()
+    parser.add_argument("--annotation-dir", type=str)
+    parser.add_argument("--question-file", type=str)
+    parser.add_argument("--result-file", type=str)
+    args = parser.parse_args()
+
+    questions = [json.loads(line) for line in open(args.question_file)]
+    questions = {question['question_id']: question for question in questions}
+    answers = [json.loads(q) for q in open(args.result_file)]
+    for file in os.listdir(args.annotation_dir):
+        assert file.startswith('coco_pope_')
+        assert file.endswith('.json')
+        category = file[10:-5]
+        cur_answers = [x for x in answers if questions[x['question_id']]['category'] == category]
+        print('Category: {}, # samples: {}'.format(category, len(cur_answers)))
+        eval_pope(cur_answers, os.path.join(args.annotation_dir, file))
+        print("====================================")
diff --git a/llava/eval/eval_science_qa.py b/llava/eval/eval_science_qa.py
new file mode 100644
index 0000000000000000000000000000000000000000..ccf206bbd7a5d6376eef82d61b3ef8bbe0f71c6c
--- /dev/null
+++ b/llava/eval/eval_science_qa.py
@@ -0,0 +1,114 @@
+import argparse
+import json
+import os
+import re
+import random
+
+
+def get_args():
+    parser = argparse.ArgumentParser()
+    parser.add_argument('--base-dir', type=str)
+    parser.add_argument('--result-file', type=str)
+    parser.add_argument('--output-file', type=str)
+    parser.add_argument('--output-result', type=str)
+    parser.add_argument('--split', type=str, default='test')
+    parser.add_argument('--options', type=list, default=["A", "B", "C", "D", "E"])
+    return parser.parse_args()
+
+
+def convert_caps(results):
+    fakecaps = []
+    for result in results:
+        image_id = result['question_id']
+        caption = result['text']
+        fakecaps.append({"image_id": int(image_id), "caption": caption})
+    return fakecaps
+
+
+def get_pred_idx(prediction, choices, options):
+    """
+    Get the index (e.g. 2) from the prediction (e.g. 'C')
+    """
+    if prediction in options[:len(choices)]:
+        return options.index(prediction)
+    else:
+        return -1
+        return random.choice(range(len(choices)))
+
+
+if __name__ == "__main__":
+    args = get_args()
+
+    base_dir = args.base_dir
+    split_indices = json.load(open(os.path.join(base_dir, "pid_splits.json")))[args.split]
+    problems = json.load(open(os.path.join(base_dir, "problems.json")))
+    predictions = [json.loads(line) for line in open(args.result_file)]
+    predictions = {pred['question_id']: pred for pred in predictions}
+    split_problems = {idx: problems[idx] for idx in split_indices}
+
+    results = {'correct': [], 'incorrect': []}
+    sqa_results = {}
+    sqa_results['acc'] = None
+    sqa_results['correct'] = None
+    sqa_results['count'] = None
+    sqa_results['results'] = {}
+    sqa_results['outputs'] = {}
+
+    for prob_id, prob in split_problems.items():
+        if prob_id not in predictions:
+            pred = {'text': 'FAILED', 'prompt': 'Unknown'}
+            pred_text = 'FAILED'
+        else:
+            pred = predictions[prob_id]
+            pred_text = pred['text']
+
+        if pred_text in args.options:
+            answer = pred_text
+        elif len(pred_text) >= 3 and pred_text[0] in args.options and pred_text[1:3] == ". ":
+            answer = pred_text[0]
+        else:
+            pattern = re.compile(r'The answer is ([A-Z]).')
+            res = pattern.findall(pred_text)
+            if len(res) == 1:
+                answer = res[0]  # 'A', 'B', ...
+            else:
+                answer = "FAILED"
+
+        pred_idx = get_pred_idx(answer, prob['choices'], args.options)
+
+        analysis = {
+            'question_id': prob_id,
+            'parsed_ans': answer,
+            'ground_truth': args.options[prob['answer']],
+            'question': pred['prompt'],
+            'pred': pred_text,
+            'is_multimodal': '<image>' in pred['prompt'],
+        }
+
+        sqa_results['results'][prob_id] = get_pred_idx(answer, prob['choices'], args.options)
+        sqa_results['outputs'][prob_id] = pred_text
+
+        if pred_idx == prob['answer']:
+            results['correct'].append(analysis)
+        else:
+            results['incorrect'].append(analysis)
+
+    correct = len(results['correct'])
+    total = len(results['correct']) + len(results['incorrect'])
+
+    ###### IMG ######
+    multimodal_correct = len([x for x in results['correct'] if x['is_multimodal']])
+    multimodal_incorrect = len([x for x in results['incorrect'] if x['is_multimodal']])
+    multimodal_total = multimodal_correct + multimodal_incorrect
+    ###### IMG ######
+
+    print(f'Total: {total}, Correct: {correct}, Accuracy: {correct / total * 100:.2f}%, IMG-Accuracy: {multimodal_correct / multimodal_total * 100:.2f}%')
+
+    sqa_results['acc'] = correct / total * 100
+    sqa_results['correct'] = correct
+    sqa_results['count'] = total
+
+    with open(args.output_file, 'w') as f:
+        json.dump(results, f, indent=2)
+    with open(args.output_result, 'w') as f:
+        json.dump(sqa_results, f, indent=2)
diff --git a/llava/eval/eval_science_qa_gpt4.py b/llava/eval/eval_science_qa_gpt4.py
new file mode 100644
index 0000000000000000000000000000000000000000..c2ff17c915481fb556aba6ec816a9e08f519c515
--- /dev/null
+++ b/llava/eval/eval_science_qa_gpt4.py
@@ -0,0 +1,104 @@
+import argparse
+import json
+import os
+import re
+import random
+from collections import defaultdict
+
+
+def get_args():
+    parser = argparse.ArgumentParser()
+    parser.add_argument('--base-dir', type=str)
+    parser.add_argument('--gpt4-result', type=str)
+    parser.add_argument('--our-result', type=str)
+    parser.add_argument('--split', type=str, default='test')
+    parser.add_argument('--options', type=list, default=["A", "B", "C", "D", "E"])
+    return parser.parse_args()
+
+
+def convert_caps(results):
+    fakecaps = []
+    for result in results:
+        image_id = result['question_id']
+        caption = result['text']
+        fakecaps.append({"image_id": int(image_id), "caption": caption})
+    return fakecaps
+
+
+def get_pred_idx(prediction, choices, options):
+    """
+    Get the index (e.g. 2) from the prediction (e.g. 'C')
+    """
+    if prediction in options[:len(choices)]:
+        return options.index(prediction)
+    else:
+        return random.choice(range(len(choices)))
+
+
+if __name__ == "__main__":
+    args = get_args()
+
+    base_dir = args.base_dir
+    split_indices = json.load(open(os.path.join(base_dir, "pid_splits.json")))[args.split]
+    problems = json.load(open(os.path.join(base_dir, "problems.json")))
+    our_predictions = [json.loads(line) for line in open(args.our_result)]
+    our_predictions = {pred['question_id']: pred for pred in our_predictions}
+    split_problems = {idx: problems[idx] for idx in split_indices}
+
+    gpt4_predictions = json.load(open(args.gpt4_result))['outputs']
+
+    results = defaultdict(lambda: 0)
+
+    for prob_id, prob in split_problems.items():
+        if prob_id not in our_predictions:
+            continue
+        if prob_id not in gpt4_predictions:
+            continue
+        our_pred = our_predictions[prob_id]['text']
+        gpt4_pred = gpt4_predictions[prob_id]
+
+        pattern = re.compile(r'The answer is ([A-Z]).')
+        our_res = pattern.findall(our_pred)
+        if len(our_res) == 1:
+            our_answer = our_res[0]  # 'A', 'B', ...
+        else:
+            our_answer = "FAILED"
+        gpt4_res = pattern.findall(gpt4_pred)
+        if len(gpt4_res) == 1:
+            gpt4_answer = gpt4_res[0]  # 'A', 'B', ...
+        else:
+            gpt4_answer = "FAILED"
+
+        our_pred_idx = get_pred_idx(our_answer, prob['choices'], args.options)
+        gpt4_pred_idx = get_pred_idx(gpt4_answer, prob['choices'], args.options)
+
+        if gpt4_answer == 'FAILED':
+            results['gpt4_failed'] += 1
+            # continue
+            gpt4_pred_idx = our_pred_idx
+            # if our_pred_idx != prob['answer']:
+            #     print(our_predictions[prob_id]['prompt'])
+            #     print('-----------------')
+            #     print(f'LECTURE: {prob["lecture"]}')
+            #     print(f'SOLUTION: {prob["solution"]}')
+            #     print('=====================')
+        else:
+            # continue
+            pass
+        # gpt4_pred_idx = our_pred_idx
+
+        if gpt4_pred_idx == prob['answer']:
+            results['correct'] += 1
+        else:
+            results['incorrect'] += 1
+
+
+        if gpt4_pred_idx == prob['answer'] or our_pred_idx == prob['answer']:
+            results['correct_upperbound'] += 1
+
+    correct = results['correct']
+    total = results['correct'] + results['incorrect']
+    print(f'Total: {total}, Correct: {correct}, Accuracy: {correct / total * 100:.2f}%')
+    print(f'Total: {total}, Correct (upper): {results["correct_upperbound"]}, Accuracy: {results["correct_upperbound"] / total * 100:.2f}%')
+    print(f'Total: {total}, GPT-4 NO-ANS (RANDOM): {results["gpt4_failed"]}, Percentage: {results["gpt4_failed"] / total * 100:.2f}%')
+
diff --git a/llava/eval/eval_science_qa_gpt4_requery.py b/llava/eval/eval_science_qa_gpt4_requery.py
new file mode 100644
index 0000000000000000000000000000000000000000..698546e995d365d1ccc2c25a87e6c5cd681e6eb6
--- /dev/null
+++ b/llava/eval/eval_science_qa_gpt4_requery.py
@@ -0,0 +1,149 @@
+import argparse
+import json
+import os
+import re
+import random
+from collections import defaultdict
+
+
+def get_args():
+    parser = argparse.ArgumentParser()
+    parser.add_argument('--base-dir', type=str)
+    parser.add_argument('--gpt4-result', type=str)
+    parser.add_argument('--requery-result', type=str)
+    parser.add_argument('--our-result', type=str)
+    parser.add_argument('--output-result', type=str)
+    parser.add_argument('--split', type=str, default='test')
+    parser.add_argument('--options', type=list, default=["A", "B", "C", "D", "E"])
+    return parser.parse_args()
+
+
+def convert_caps(results):
+    fakecaps = []
+    for result in results:
+        image_id = result['question_id']
+        caption = result['text']
+        fakecaps.append({"image_id": int(image_id), "caption": caption})
+    return fakecaps
+
+
+def get_pred_idx(prediction, choices, options):
+    """
+    Get the index (e.g. 2) from the prediction (e.g. 'C')
+    """
+    if prediction in options[:len(choices)]:
+        return options.index(prediction)
+    else:
+        return random.choice(range(len(choices)))
+
+
+if __name__ == "__main__":
+    args = get_args()
+
+    base_dir = args.base_dir
+    split_indices = json.load(open(os.path.join(base_dir, "pid_splits.json")))[args.split]
+    problems = json.load(open(os.path.join(base_dir, "problems.json")))
+    our_predictions = [json.loads(line) for line in open(args.our_result)]
+    our_predictions = {pred['question_id']: pred for pred in our_predictions}
+    split_problems = {idx: problems[idx] for idx in split_indices}
+
+    requery_predictions = [json.loads(line) for line in open(args.requery_result)]
+    requery_predictions = {pred['question_id']: pred for pred in requery_predictions}
+
+    gpt4_predictions = json.load(open(args.gpt4_result))['outputs']
+
+    results = defaultdict(lambda: 0)
+
+    sqa_results = {}
+    sqa_results['acc'] = None
+    sqa_results['correct'] = None
+    sqa_results['count'] = None
+    sqa_results['results'] = {}
+    sqa_results['outputs'] = {}
+
+    for prob_id, prob in split_problems.items():
+        if prob_id not in our_predictions:
+            assert False
+        if prob_id not in gpt4_predictions:
+            assert False
+        our_pred = our_predictions[prob_id]['text']
+        gpt4_pred = gpt4_predictions[prob_id]
+        if prob_id not in requery_predictions:
+            results['missing_requery'] += 1
+            requery_pred = "MISSING"
+        else:
+            requery_pred = requery_predictions[prob_id]['text']
+
+        pattern = re.compile(r'The answer is ([A-Z]).')
+        our_res = pattern.findall(our_pred)
+        if len(our_res) == 1:
+            our_answer = our_res[0]  # 'A', 'B', ...
+        else:
+            our_answer = "FAILED"
+
+        requery_res = pattern.findall(requery_pred)
+        if len(requery_res) == 1:
+            requery_answer = requery_res[0]  # 'A', 'B', ...
+        else:
+            requery_answer = "FAILED"
+
+        gpt4_res = pattern.findall(gpt4_pred)
+        if len(gpt4_res) == 1:
+            gpt4_answer = gpt4_res[0]  # 'A', 'B', ...
+        else:
+            gpt4_answer = "FAILED"
+
+        our_pred_idx = get_pred_idx(our_answer, prob['choices'], args.options)
+        gpt4_pred_idx = get_pred_idx(gpt4_answer, prob['choices'], args.options)
+        requery_pred_idx = get_pred_idx(requery_answer, prob['choices'], args.options)
+
+        results['total'] += 1
+
+        if gpt4_answer == 'FAILED':
+            results['gpt4_failed'] += 1
+            if gpt4_pred_idx == prob['answer']:
+                results['gpt4_correct'] += 1
+            if our_pred_idx == prob['answer']:
+                results['gpt4_ourvisual_correct'] += 1
+        elif gpt4_pred_idx == prob['answer']:
+            results['gpt4_correct'] += 1
+            results['gpt4_ourvisual_correct'] += 1
+
+        if our_pred_idx == prob['answer']:
+            results['our_correct'] += 1
+
+        if requery_answer == 'FAILED':
+            sqa_results['results'][prob_id] = our_pred_idx
+            if our_pred_idx == prob['answer']:
+                results['requery_correct'] += 1
+        else:
+            sqa_results['results'][prob_id] = requery_pred_idx
+            if requery_pred_idx == prob['answer']:
+                results['requery_correct'] += 1
+            else:
+                print(f"""
+Question ({args.options[prob['answer']]}): {our_predictions[prob_id]['prompt']}
+Our ({our_answer}): {our_pred}
+GPT-4 ({gpt4_answer}): {gpt4_pred}
+Requery ({requery_answer}): {requery_pred}
+print("=====================================")
+""")
+
+        if gpt4_pred_idx == prob['answer'] or our_pred_idx == prob['answer']:
+            results['correct_upperbound'] += 1
+
+    total = results['total']
+    print(f'Total: {total}, Our-Correct: {results["our_correct"]}, Accuracy: {results["our_correct"] / total * 100:.2f}%')
+    print(f'Total: {total}, GPT-4-Correct: {results["gpt4_correct"]}, Accuracy: {results["gpt4_correct"] / total * 100:.2f}%')
+    print(f'Total: {total}, GPT-4 NO-ANS (RANDOM): {results["gpt4_failed"]}, Percentage: {results["gpt4_failed"] / total * 100:.2f}%')
+    print(f'Total: {total}, GPT-4-OursVisual-Correct: {results["gpt4_ourvisual_correct"]}, Accuracy: {results["gpt4_ourvisual_correct"] / total * 100:.2f}%')
+    print(f'Total: {total}, Requery-Correct: {results["requery_correct"]}, Accuracy: {results["requery_correct"] / total * 100:.2f}%')
+    print(f'Total: {total}, Correct upper: {results["correct_upperbound"]}, Accuracy: {results["correct_upperbound"] / total * 100:.2f}%')
+
+    sqa_results['acc'] = results["requery_correct"] / total * 100
+    sqa_results['correct'] = results["requery_correct"]
+    sqa_results['count'] = total
+
+    with open(args.output_result, 'w') as f:
+        json.dump(sqa_results, f, indent=2)
+
diff --git a/llava/eval/eval_textvqa.py b/llava/eval/eval_textvqa.py
new file mode 100644
index 0000000000000000000000000000000000000000..468f4bb120448a036bd5b5c7955464fe2e13892a
--- /dev/null
+++ b/llava/eval/eval_textvqa.py
@@ -0,0 +1,65 @@
+import os
+import argparse
+import json
+import re
+
+from llava.eval.m4c_evaluator import TextVQAAccuracyEvaluator
+
+
+def get_args():
+    parser = argparse.ArgumentParser()
+    parser.add_argument('--annotation-file', type=str)
+    parser.add_argument('--result-file', type=str)
+    parser.add_argument('--result-dir', type=str)
+    return parser.parse_args()
+
+
+def prompt_processor(prompt):
+    if prompt.startswith('OCR tokens: '):
+        pattern = r"Question: (.*?) Short answer:"
+        match = re.search(pattern, prompt, re.DOTALL)
+        question = match.group(1)
+    elif 'Reference OCR token: ' in prompt and len(prompt.split('\n')) == 3:
+        if prompt.startswith('Reference OCR token:'):
+            question = prompt.split('\n')[1]
+        else:
+            question = prompt.split('\n')[0]
+    elif len(prompt.split('\n')) == 2:
+        question = prompt.split('\n')[0]
+    else:
+        assert False
+
+    return question.lower()
+
+
+def eval_single(annotation_file, result_file):
+    experiment_name = os.path.splitext(os.path.basename(result_file))[0]
+    print(experiment_name)
+    annotations = json.load(open(annotation_file))['data']
+    annotations = {(annotation['image_id'], annotation['question'].lower()): annotation for annotation in annotations}
+    results = [json.loads(line) for line in open(result_file)]
+
+    pred_list = []
+    for result in results:
+        annotation = annotations[(result['question_id'], prompt_processor(result['prompt']))]
+        pred_list.append({
+            "pred_answer": result['text'],
+            "gt_answers": annotation['answers'],
+        })
+
+    evaluator = TextVQAAccuracyEvaluator()
+    print('Samples: {}\nAccuracy: {:.2f}%\n'.format(len(pred_list), 100. * evaluator.eval_pred_list(pred_list)))
+
+
+if __name__ == "__main__":
+    args = get_args()
+
+    if args.result_file is not None:
+        eval_single(args.annotation_file, args.result_file)
+
+    if args.result_dir is not None:
+        for result_file in sorted(os.listdir(args.result_dir)):
+            if not result_file.endswith('.jsonl'):
+                print(f'Skipping {result_file}')
+                continue
+            eval_single(args.annotation_file, os.path.join(args.result_dir, result_file))
diff --git a/llava/eval/generate_webpage_data_from_table.py b/llava/eval/generate_webpage_data_from_table.py
new file mode 100644
index 0000000000000000000000000000000000000000..92602258ccd953a1d7137056aaf15c8de8166e21
--- /dev/null
+++ b/llava/eval/generate_webpage_data_from_table.py
@@ -0,0 +1,111 @@
+"""Generate json file for webpage."""
+import json
+import os
+import re
+
+# models = ['llama', 'alpaca', 'gpt35', 'bard']
+models = ['vicuna']
+
+
+def read_jsonl(path: str, key: str=None):
+    data = []
+    with open(os.path.expanduser(path)) as f:
+        for line in f:
+            if not line:
+                continue
+            data.append(json.loads(line))
+    if key is not None:
+        data.sort(key=lambda x: x[key])
+        data = {item[key]: item for item in data}
+    return data
+
+
+def trim_hanging_lines(s: str, n: int) -> str:
+    s = s.strip()
+    for _ in range(n):
+        s = s.split('\n', 1)[1].strip()
+    return s
+
+
+if __name__ == '__main__':
+    questions = read_jsonl('table/question.jsonl', key='question_id')
+
+    # alpaca_answers = read_jsonl('table/answer/answer_alpaca-13b.jsonl', key='question_id')
+    # bard_answers = read_jsonl('table/answer/answer_bard.jsonl', key='question_id')
+    # gpt35_answers = read_jsonl('table/answer/answer_gpt35.jsonl', key='question_id')
+    # llama_answers = read_jsonl('table/answer/answer_llama-13b.jsonl', key='question_id')
+    vicuna_answers = read_jsonl('table/answer/answer_vicuna-13b.jsonl', key='question_id')
+    ours_answers = read_jsonl('table/results/llama-13b-hf-alpaca.jsonl', key='question_id')
+
+    review_vicuna = read_jsonl('table/review/review_vicuna-13b_llama-13b-hf-alpaca.jsonl', key='question_id')
+    # review_alpaca = read_jsonl('table/review/review_alpaca-13b_vicuna-13b.jsonl', key='question_id')
+    # review_bard = read_jsonl('table/review/review_bard_vicuna-13b.jsonl', key='question_id')
+    # review_gpt35 = read_jsonl('table/review/review_gpt35_vicuna-13b.jsonl', key='question_id')
+    # review_llama = read_jsonl('table/review/review_llama-13b_vicuna-13b.jsonl', key='question_id')
+
+    records = []
+    for qid in questions.keys():
+        r = {
+            'id': qid,
+            'category': questions[qid]['category'],
+            'question': questions[qid]['text'],
+            'answers': {
+                # 'alpaca': alpaca_answers[qid]['text'],
+                # 'llama': llama_answers[qid]['text'],
+                # 'bard': bard_answers[qid]['text'],
+                # 'gpt35': gpt35_answers[qid]['text'],
+                'vicuna': vicuna_answers[qid]['text'],
+                'ours': ours_answers[qid]['text'],
+            },
+            'evaluations': {
+                # 'alpaca': review_alpaca[qid]['text'],
+                # 'llama': review_llama[qid]['text'],
+                # 'bard': review_bard[qid]['text'],
+                'vicuna': review_vicuna[qid]['content'],
+                # 'gpt35': review_gpt35[qid]['text'],
+            },
+            'scores': {
+                'vicuna': review_vicuna[qid]['tuple'],
+                # 'alpaca': review_alpaca[qid]['score'],
+                # 'llama': review_llama[qid]['score'],
+                # 'bard': review_bard[qid]['score'],
+                # 'gpt35': review_gpt35[qid]['score'],
+            },
+        }
+
+        # cleanup data
+        cleaned_evals = {}
+        for k, v in r['evaluations'].items():
+            v = v.strip()
+            lines = v.split('\n')
+            # trim the first line if it's a pair of numbers
+            if re.match(r'\d+[, ]+\d+', lines[0]):
+                lines = lines[1:]
+            v = '\n'.join(lines)
+            cleaned_evals[k] = v.replace('Assistant 1', "**Assistant 1**").replace('Assistant 2', '**Assistant 2**')
+
+        r['evaluations'] = cleaned_evals
+        records.append(r)
+
+    # Reorder the records, this is optional
+    for r in records:
+        if r['id'] <= 20:
+            r['id'] += 60
+        else:
+            r['id'] -= 20
+    for r in records:
+        if r['id'] <= 50:
+            r['id'] += 10
+        elif 50 < r['id'] <= 60:
+            r['id'] -= 50
+    for r in records:
+        if r['id'] == 7:
+            r['id'] = 1
+        elif r['id'] < 7:
+            r['id'] += 1 
+
+    records.sort(key=lambda x: x['id'])
+
+    # Write to file
+    with open('webpage/data.json', 'w') as f:
+        json.dump({'questions': records, 'models': models}, f, indent=2)
diff --git a/llava/eval/m4c_evaluator.py b/llava/eval/m4c_evaluator.py
new file mode 100644
index 0000000000000000000000000000000000000000..e30e958da061a4f0a0bfe34b12d2fcaeba7ff2f4
--- /dev/null
+++ b/llava/eval/m4c_evaluator.py
@@ -0,0 +1,334 @@
+# Copyright (c) Facebook, Inc. and its affiliates.
+import re
+
+from tqdm import tqdm
+
+
+class EvalAIAnswerProcessor:
+    """
+    Processes an answer similar to Eval AI
+        copied from
+        https://github.com/facebookresearch/mmf/blob/c46b3b3391275b4181567db80943473a89ab98ab/pythia/tasks/processors.py#L897
+    """
+
+    CONTRACTIONS = {
+        "aint": "ain't",
+        "arent": "aren't",
+        "cant": "can't",
+        "couldve": "could've",
+        "couldnt": "couldn't",
+        "couldn'tve": "couldn't've",
+        "couldnt've": "couldn't've",
+        "didnt": "didn't",
+        "doesnt": "doesn't",
+        "dont": "don't",
+        "hadnt": "hadn't",
+        "hadnt've": "hadn't've",
+        "hadn'tve": "hadn't've",
+        "hasnt": "hasn't",
+        "havent": "haven't",
+        "hed": "he'd",
+        "hed've": "he'd've",
+        "he'dve": "he'd've",
+        "hes": "he's",
+        "howd": "how'd",
+        "howll": "how'll",
+        "hows": "how's",
+        "Id've": "I'd've",
+        "I'dve": "I'd've",
+        "Im": "I'm",
+        "Ive": "I've",
+        "isnt": "isn't",
+        "itd": "it'd",
+        "itd've": "it'd've",
+        "it'dve": "it'd've",
+        "itll": "it'll",
+        "let's": "let's",
+        "maam": "ma'am",
+        "mightnt": "mightn't",
+        "mightnt've": "mightn't've",
+        "mightn'tve": "mightn't've",
+        "mightve": "might've",
+        "mustnt": "mustn't",
+        "mustve": "must've",
+        "neednt": "needn't",
+        "notve": "not've",
+        "oclock": "o'clock",
+        "oughtnt": "oughtn't",
+        "ow's'at": "'ow's'at",
+        "'ows'at": "'ow's'at",
+        "'ow'sat": "'ow's'at",
+        "shant": "shan't",
+        "shed've": "she'd've",
+        "she'dve": "she'd've",
+        "she's": "she's",
+        "shouldve": "should've",
+        "shouldnt": "shouldn't",
+        "shouldnt've": "shouldn't've",
+        "shouldn'tve": "shouldn't've",
+        "somebody'd": "somebodyd",
+        "somebodyd've": "somebody'd've",
+        "somebody'dve": "somebody'd've",
+        "somebodyll": "somebody'll",
+        "somebodys": "somebody's",
+        "someoned": "someone'd",
+        "someoned've": "someone'd've",
+        "someone'dve": "someone'd've",
+        "someonell": "someone'll",
+        "someones": "someone's",
+        "somethingd": "something'd",
+        "somethingd've": "something'd've",
+        "something'dve": "something'd've",
+        "somethingll": "something'll",
+        "thats": "that's",
+        "thered": "there'd",
+        "thered've": "there'd've",
+        "there'dve": "there'd've",
+        "therere": "there're",
+        "theres": "there's",
+        "theyd": "they'd",
+        "theyd've": "they'd've",
+        "they'dve": "they'd've",
+        "theyll": "they'll",
+        "theyre": "they're",
+        "theyve": "they've",
+        "twas": "'twas",
+        "wasnt": "wasn't",
+        "wed've": "we'd've",
+        "we'dve": "we'd've",
+        "weve": "we've",
+        "werent": "weren't",
+        "whatll": "what'll",
+        "whatre": "what're",
+        "whats": "what's",
+        "whatve": "what've",
+        "whens": "when's",
+        "whered": "where'd",
+        "wheres": "where's",
+        "whereve": "where've",
+        "whod": "who'd",
+        "whod've": "who'd've",
+        "who'dve": "who'd've",
+        "wholl": "who'll",
+        "whos": "who's",
+        "whove": "who've",
+        "whyll": "why'll",
+        "whyre": "why're",
+        "whys": "why's",
+        "wont": "won't",
+        "wouldve": "would've",
+        "wouldnt": "wouldn't",
+        "wouldnt've": "wouldn't've",
+        "wouldn'tve": "wouldn't've",
+        "yall": "y'all",
+        "yall'll": "y'all'll",
+        "y'allll": "y'all'll",
+        "yall'd've": "y'all'd've",
+        "y'alld've": "y'all'd've",
+        "y'all'dve": "y'all'd've",
+        "youd": "you'd",
+        "youd've": "you'd've",
+        "you'dve": "you'd've",
+        "youll": "you'll",
+        "youre": "you're",
+        "youve": "you've",
+    }
+
+    NUMBER_MAP = {
+        "none": "0",
+        "zero": "0",
+        "one": "1",
+        "two": "2",
+        "three": "3",
+        "four": "4",
+        "five": "5",
+        "six": "6",
+        "seven": "7",
+        "eight": "8",
+        "nine": "9",
+        "ten": "10",
+    }
+    ARTICLES = ["a", "an", "the"]
+    PERIOD_STRIP = re.compile(r"(?!<=\d)(\.)(?!\d)")
+    COMMA_STRIP = re.compile(r"(?<=\d)(\,)+(?=\d)")
+    PUNCTUATIONS = [
+        ";",
+        r"/",
+        "[",
+        "]",
+        '"',
+        "{",
+        "}",
+        "(",
+        ")",
+        "=",
+        "+",
+        "\\",
+        "_",
+        "-",
+        ">",
+        "<",
+        "@",
+        "`",
+        ",",
+        "?",
+        "!",
+    ]
+
+    def __init__(self, *args, **kwargs):
+        pass
+
+    def word_tokenize(self, word):
+        word = word.lower()
+        word = word.replace(",", "").replace("?", "").replace("'s", " 's")
+        return word.strip()
+
+    def process_punctuation(self, in_text):
+        out_text = in_text
+        for p in self.PUNCTUATIONS:
+            if (p + " " in in_text or " " + p in in_text) or (
+                re.search(self.COMMA_STRIP, in_text) is not None
+            ):
+                out_text = out_text.replace(p, "")
+            else:
+                out_text = out_text.replace(p, " ")
+        out_text = self.PERIOD_STRIP.sub("", out_text, re.UNICODE)
+        return out_text
+
+    def process_digit_article(self, in_text):
+        out_text = []
+        temp_text = in_text.lower().split()
+        for word in temp_text:
+            word = self.NUMBER_MAP.setdefault(word, word)
+            if word not in self.ARTICLES:
+                out_text.append(word)
+            else:
+                pass
+        for word_id, word in enumerate(out_text):
+            if word in self.CONTRACTIONS:
+                out_text[word_id] = self.CONTRACTIONS[word]
+        out_text = " ".join(out_text)
+        return out_text
+
+    def __call__(self, item):
+        item = self.word_tokenize(item)
+        item = item.replace("\n", " ").replace("\t", " ").strip()
+        item = self.process_punctuation(item)
+        item = self.process_digit_article(item)
+        return item
+
+
+class TextVQAAccuracyEvaluator:
+    def __init__(self):
+        self.answer_processor = EvalAIAnswerProcessor()
+
+    def _compute_answer_scores(self, raw_answers):
+        """
+        compute the accuracy (soft score) of human answers
+        """
+        answers = [self.answer_processor(a) for a in raw_answers]
+        assert len(answers) == 10
+        gt_answers = list(enumerate(answers))
+        unique_answers = set(answers)
+        unique_answer_scores = {}
+
+        for unique_answer in unique_answers:
+            accs = []
+            for gt_answer in gt_answers:
+                other_answers = [item for item in gt_answers if item != gt_answer]
+                matching_answers = [
+                    item for item in other_answers if item[1] == unique_answer
+                ]
+                acc = min(1, float(len(matching_answers)) / 3)
+                accs.append(acc)
+            unique_answer_scores[unique_answer] = sum(accs) / len(accs)
+
+        return unique_answer_scores
+
+    def eval_pred_list(self, pred_list):
+        pred_scores = []
+        for entry in tqdm(pred_list):
+            pred_answer = self.answer_processor(entry["pred_answer"])
+            unique_answer_scores = self._compute_answer_scores(entry["gt_answers"])
+            score = unique_answer_scores.get(pred_answer, 0.0)
+            pred_scores.append(score)
+
+        accuracy = sum(pred_scores) / len(pred_scores)
+        return accuracy
+
+
+class STVQAAccuracyEvaluator:
+    def __init__(self):
+        self.answer_processor = EvalAIAnswerProcessor()
+
+    def eval_pred_list(self, pred_list):
+        pred_scores = []
+        for entry in pred_list:
+            pred_answer = self.answer_processor(entry["pred_answer"])
+            gts = [self.answer_processor(a) for a in entry["gt_answers"]]
+            score = 1.0 if pred_answer in gts else 0.0
+            pred_scores.append(score)
+
+        accuracy = sum(pred_scores) / len(pred_scores)
+        return accuracy
+
+
+class STVQAANLSEvaluator:
+    def __init__(self):
+        import editdistance  # install with `pip install editdistance`
+
+        self.get_edit_distance = editdistance.eval
+
+    def get_anls(self, s1, s2):
+        s1 = s1.lower().strip()
+        s2 = s2.lower().strip()
+        iou = 1 - self.get_edit_distance(s1, s2) / max(len(s1), len(s2))
+        anls = iou if iou >= 0.5 else 0.0
+        return anls
+
+    def eval_pred_list(self, pred_list):
+        pred_scores = []
+        for entry in pred_list:
+            anls = max(
+                self.get_anls(entry["pred_answer"], gt) for gt in entry["gt_answers"]
+            )
+            pred_scores.append(anls)
+
+        accuracy = sum(pred_scores) / len(pred_scores)
+        return accuracy
+
+
+class TextCapsBleu4Evaluator:
+    def __init__(self):
+        # The following script requires Java 1.8.0 and pycocotools installed.
+        # The pycocoevalcap can be installed with pip as
+        # pip install git+https://github.com/ronghanghu/coco-caption.git@python23
+        # Original pycocoevalcap code is at https://github.com/tylin/coco-caption
+        # but has no python3 support yet.
+        try:
+            from pycocoevalcap.bleu.bleu import Bleu
+            from pycocoevalcap.tokenizer.ptbtokenizer import PTBTokenizer
+        except ModuleNotFoundError:
+            print(
+                "Please install pycocoevalcap module using "
+                "pip install git+https://github.com/ronghanghu/coco-caption.git@python23"  # noqa
+            )
+            raise
+
+        self.tokenizer = PTBTokenizer()
+        self.scorer = Bleu(4)
+
+    def eval_pred_list(self, pred_list):
+        # Create reference and hypotheses captions.
+        gts = {}
+        res = {}
+        for idx, entry in enumerate(pred_list):
+            gts[idx] = [{"caption": a} for a in entry["gt_answers"]]
+            res[idx] = [{"caption": entry["pred_answer"]}]
+
+        gts = self.tokenizer.tokenize(gts)
+        res = self.tokenizer.tokenize(res)
+        score, _ = self.scorer.compute_score(gts, res)
+
+        bleu4 = score[3]  # score is (Bleu-1, Bleu-2, Bleu-3, Bleu-4)
+        return bleu4
diff --git a/llava/eval/model_qa.py b/llava/eval/model_qa.py
new file mode 100644
index 0000000000000000000000000000000000000000..6c8c1138ac166387d82cba868d00f64ab4e6a33c
--- /dev/null
+++ b/llava/eval/model_qa.py
@@ -0,0 +1,85 @@
+import argparse
+from transformers import AutoTokenizer, AutoModelForCausalLM, StoppingCriteria
+import torch
+import os
+import json
+from tqdm import tqdm
+import shortuuid
+
+from llava.conversation import default_conversation
+from llava.utils import disable_torch_init
+
+
+# new stopping implementation
+class KeywordsStoppingCriteria(StoppingCriteria):
+    def __init__(self, keywords, tokenizer, input_ids):
+        self.keywords = keywords
+        self.tokenizer = tokenizer
+        self.start_len = None
+        self.input_ids = input_ids
+
+    def __call__(self, output_ids: torch.LongTensor, scores: torch.FloatTensor, **kwargs) -> bool:
+        if self.start_len is None:
+            self.start_len = self.input_ids.shape[1]
+        else:
+            outputs = self.tokenizer.batch_decode(output_ids[:, self.start_len:], skip_special_tokens=True)[0]
+            for keyword in self.keywords:
+                if keyword in outputs:
+                    return True
+        return False
+
+
+@torch.inference_mode()
+def eval_model(model_name, questions_file, answers_file):
+    # Model
+    disable_torch_init()
+    model_name = os.path.expanduser(model_name)
+    tokenizer = AutoTokenizer.from_pretrained(model_name, use_fast=False)
+    model = AutoModelForCausalLM.from_pretrained(model_name,
+        torch_dtype=torch.float16).cuda()
+
+
+    ques_file = open(os.path.expanduser(questions_file), "r")
+    ans_file = open(os.path.expanduser(answers_file), "w")
+    for i, line in enumerate(tqdm(ques_file)):
+        idx = json.loads(line)["question_id"]
+        qs = json.loads(line)["text"]
+        cat = json.loads(line)["category"]
+        conv = default_conversation.copy()
+        conv.append_message(conv.roles[0], qs)
+        prompt = conv.get_prompt()
+        inputs = tokenizer([prompt])
+        input_ids = torch.as_tensor(inputs.input_ids).cuda()
+        stopping_criteria = KeywordsStoppingCriteria([conv.sep], tokenizer, input_ids)
+        output_ids = model.generate(
+            input_ids,
+            do_sample=True,
+            use_cache=True,
+            temperature=0.7,
+            max_new_tokens=1024,
+            stopping_criteria=[stopping_criteria])
+        outputs = tokenizer.batch_decode(output_ids, skip_special_tokens=True)[0]
+        try:
+            index = outputs.index(conv.sep, len(prompt))
+        except ValueError:
+            outputs += conv.sep
+            index = outputs.index(conv.sep, len(prompt))
+
+        outputs = outputs[len(prompt) + len(conv.roles[1]) + 2:index].strip()
+        ans_id = shortuuid.uuid()
+        ans_file.write(json.dumps({"question_id": idx,
+                                   "text": outputs,
+                                   "answer_id": ans_id,
+                                   "model_id": model_name,
+                                   "metadata": {}}) + "\n")
+        ans_file.flush()
+    ans_file.close()
+
+if __name__ == "__main__":
+    parser = argparse.ArgumentParser()
+    parser.add_argument("--model-name", type=str, default="facebook/opt-350m")
+    parser.add_argument("--question-file", type=str, default="tables/question.jsonl")
+    parser.add_argument("--answers-file", type=str, default="answer.jsonl")
+    args = parser.parse_args()
+
+    eval_model(args.model_name, args.question_file, args.answers_file)
diff --git a/llava/eval/model_vqa.py b/llava/eval/model_vqa.py
new file mode 100644
index 0000000000000000000000000000000000000000..ff9a122fbde8de0c75b9435e0a0df213deff9106
--- /dev/null
+++ b/llava/eval/model_vqa.py
@@ -0,0 +1,112 @@
+import argparse
+import torch
+import os
+import json
+from tqdm import tqdm
+import shortuuid
+
+from llava.constants import X_TOKEN_INDEX, DEFAULT_X_TOKEN, DEFAULT_X_START_TOKEN, DEFAULT_X_END_TOKEN
+from llava.conversation import conv_templates, SeparatorStyle
+from llava.model.builder import load_pretrained_model
+from llava.utils import disable_torch_init
+from llava.mm_utils import tokenizer_X_token, get_model_name_from_path, KeywordsStoppingCriteria
+
+from PIL import Image
+import math
+
+
+def split_list(lst, n):
+    """Split a list into n (roughly) equal-sized chunks"""
+    chunk_size = math.ceil(len(lst) / n)  # integer division
+    return [lst[i:i+chunk_size] for i in range(0, len(lst), chunk_size)]
+
+
+def get_chunk(lst, n, k):
+    chunks = split_list(lst, n)
+    return chunks[k]
+
+
+def eval_model(args):
+    # Model
+    disable_torch_init()
+    model_path = os.path.expanduser(args.model_path)
+    model_name = get_model_name_from_path(model_path)
+    tokenizer, model, processor, context_len = load_pretrained_model(model_path, args.model_base, model_name)
+
+    questions = [json.loads(q) for q in open(os.path.expanduser(args.question_file), "r")]
+    questions = get_chunk(questions, args.num_chunks, args.chunk_idx)
+    answers_file = os.path.expanduser(args.answers_file)
+    os.makedirs(os.path.dirname(answers_file), exist_ok=True)
+    ans_file = open(answers_file, "w")
+    for line in tqdm(questions):
+        idx = line["question_id"]
+        image_file = line["image"]
+        qs = line["text"]
+        cur_prompt = qs
+        if model.config.mm_use_x_start_end:
+            qs = DEFAULT_X_START_TOKEN['IMAGE'] + DEFAULT_X_TOKEN['IMAGE'] + DEFAULT_X_END_TOKEN['IMAGE'] + '\n' + qs
+        else:
+            qs = DEFAULT_X_TOKEN['IMAGE'] + '\n' + qs
+
+        conv = conv_templates[args.conv_mode].copy()
+        conv.append_message(conv.roles[0], qs)
+        conv.append_message(conv.roles[1], None)
+        prompt = conv.get_prompt()
+
+        input_ids = tokenizer_X_token(prompt, tokenizer, X_TOKEN_INDEX['IMAGE'], return_tensors='pt').unsqueeze(0).cuda()
+
+        image = Image.open(os.path.join(args.image_folder, image_file)).convert('RGB')
+        image_tensor = processor['image'].preprocess(image, return_tensors='pt')['pixel_values'][0]
+
+        stop_str = conv.sep if conv.sep_style != SeparatorStyle.TWO else conv.sep2
+        keywords = [stop_str]
+        stopping_criteria = KeywordsStoppingCriteria(keywords, tokenizer, input_ids)
+
+        with torch.inference_mode():
+            output_ids = model.generate(
+                input_ids,
+                images=[[image_tensor.half().cuda()], ['image']],
+                do_sample=True if args.temperature > 0 else False,
+                temperature=args.temperature,
+                top_p=args.top_p,
+                num_beams=args.num_beams,
+                # no_repeat_ngram_size=3,
+                max_new_tokens=1024,
+                use_cache=True)
+
+        input_token_len = input_ids.shape[1]
+        n_diff_input_output = (input_ids != output_ids[:, :input_token_len]).sum().item()
+        if n_diff_input_output > 0:
+            print(f'[Warning] {n_diff_input_output} output_ids are not the same as the input_ids')
+        outputs = tokenizer.batch_decode(output_ids[:, input_token_len:], skip_special_tokens=True)[0]
+        outputs = outputs.strip()
+        if outputs.endswith(stop_str):
+            outputs = outputs[:-len(stop_str)]
+        outputs = outputs.strip()
+
+        ans_id = shortuuid.uuid()
+        ans_file.write(json.dumps({"question_id": idx,
+                                   "prompt": cur_prompt,
+                                   "text": outputs,
+                                   "answer_id": ans_id,
+                                   "model_id": model_name,
+                                   "metadata": {}}) + "\n")
+        ans_file.flush()
+    ans_file.close()
+
+if __name__ == "__main__":
+    parser = argparse.ArgumentParser()
+    parser.add_argument("--model-path", type=str, default="facebook/opt-350m")
+    parser.add_argument("--model-base", type=str, default=None)
+    parser.add_argument("--image-folder", type=str, default="")
+    parser.add_argument("--question-file", type=str, default="tables/question.jsonl")
+    parser.add_argument("--answers-file", type=str, default="answer.jsonl")
+    parser.add_argument("--conv-mode", type=str, default="llava_v1")
+    parser.add_argument("--num-chunks", type=int, default=1)
+    parser.add_argument("--chunk-idx", type=int, default=0)
+    parser.add_argument("--temperature", type=float, default=0.2)
+    parser.add_argument("--top_p", type=float, default=None)
+    parser.add_argument("--num_beams", type=int, default=1)
+    args = parser.parse_args()
+
+    eval_model(args)
diff --git a/llava/eval/model_vqa_loader.py b/llava/eval/model_vqa_loader.py
new file mode 100644
index 0000000000000000000000000000000000000000..e7670970c8be00fd32f18f0d83984da36e2836c6
--- /dev/null
+++ b/llava/eval/model_vqa_loader.py
@@ -0,0 +1,148 @@
+import argparse
+import torch
+import os
+import json
+from tqdm import tqdm
+import shortuuid
+
+from llava.constants import X_TOKEN_INDEX, DEFAULT_X_TOKEN, DEFAULT_X_START_TOKEN, DEFAULT_X_END_TOKEN
+from llava.conversation import conv_templates, SeparatorStyle
+from llava.model.builder import load_pretrained_model
+from llava.utils import disable_torch_init
+from llava.mm_utils import tokenizer_X_token, process_images, get_model_name_from_path
+from torch.utils.data import Dataset, DataLoader
+
+from PIL import Image
+import math
+
+
+def split_list(lst, n):
+    """Split a list into n (roughly) equal-sized chunks"""
+    chunk_size = math.ceil(len(lst) / n)  # integer division
+    return [lst[i:i+chunk_size] for i in range(0, len(lst), chunk_size)]
+
+
+def get_chunk(lst, n, k):
+    chunks = split_list(lst, n)
+    return chunks[k]
+
+
+# Custom dataset class
+class CustomDataset(Dataset):
+    def __init__(self, questions, image_folder, tokenizer, image_processor, model_config):
+        self.questions = questions
+        self.image_folder = image_folder
+        self.tokenizer = tokenizer
+        self.image_processor = image_processor
+        self.model_config = model_config
+
+    def __getitem__(self, index):
+        line = self.questions[index]
+        image_file = line["image"]
+        qs = line["text"]
+        # if self.model_config.mm_use_im_start_end:
+        #     qs = DEFAULT_IM_START_TOKEN + DEFAULT_IMAGE_TOKEN + DEFAULT_IM_END_TOKEN + '\n' + qs
+        # else:
+        #     qs = DEFAULT_IMAGE_TOKEN + '\n' + qs
+
+        if self.model_config.mm_use_x_start_end:
+            qs = DEFAULT_X_START_TOKEN['IMAGE'] + DEFAULT_X_TOKEN['IMAGE'] + DEFAULT_X_END_TOKEN['IMAGE'] + '\n' + qs
+        else:
+            qs = DEFAULT_X_TOKEN['IMAGE'] + '\n' + qs
+        conv = conv_templates[args.conv_mode].copy()
+        conv.append_message(conv.roles[0], qs)
+        conv.append_message(conv.roles[1], None)
+        prompt = conv.get_prompt()
+
+        image = Image.open(os.path.join(self.image_folder, image_file)).convert('RGB')
+        image_tensor = process_images([image], self.image_processor, self.model_config)[0]
+
+        input_ids = tokenizer_X_token(prompt, self.tokenizer, X_TOKEN_INDEX['IMAGE'], return_tensors='pt')
+
+        return input_ids, image_tensor
+
+    def __len__(self):
+        return len(self.questions)
+
+
+# DataLoader
+def create_data_loader(questions, image_folder, tokenizer, image_processor, model_config, batch_size=1, num_workers=4):
+    assert batch_size == 1, "batch_size must be 1"
+    dataset = CustomDataset(questions, image_folder, tokenizer, image_processor, model_config)
+    data_loader = DataLoader(dataset, batch_size=batch_size, num_workers=num_workers, shuffle=False)
+    return data_loader
+
+
+def eval_model(args):
+    # Model
+    disable_torch_init()
+    model_path = os.path.expanduser(args.model_path)
+    model_name = get_model_name_from_path(model_path)
+    tokenizer, model, processor, context_len = load_pretrained_model(model_path, args.model_base, model_name)
+
+    questions = [json.loads(q) for q in open(os.path.expanduser(args.question_file), "r")]
+    questions = get_chunk(questions, args.num_chunks, args.chunk_idx)
+    answers_file = os.path.expanduser(args.answers_file)
+    os.makedirs(os.path.dirname(answers_file), exist_ok=True)
+    ans_file = open(answers_file, "w")
+
+    if 'plain' in model_name and 'finetune' not in model_name.lower() and 'mmtag' not in args.conv_mode:
+        args.conv_mode = args.conv_mode + '_mmtag'
+        print(f'It seems that this is a plain model, but it is not using a mmtag prompt, auto switching to {args.conv_mode}.')
+
+    data_loader = create_data_loader(questions, args.image_folder, tokenizer, processor['image'], model.config)
+
+    for (input_ids, image_tensor), line in tqdm(zip(data_loader, questions), total=len(questions)):
+        idx = line["question_id"]
+        cur_prompt = line["text"]
+
+        stop_str = conv_templates[args.conv_mode].sep if conv_templates[args.conv_mode].sep_style != SeparatorStyle.TWO else conv_templates[args.conv_mode].sep2
+        input_ids = input_ids.to(device='cuda', non_blocking=True)
+
+        with torch.inference_mode():
+            output_ids = model.generate(
+                input_ids,
+                images=[[image_tensor[0].to(dtype=torch.float16, device='cuda', non_blocking=True)], ['image']],
+                do_sample=True if args.temperature > 0 else False,
+                temperature=args.temperature,
+                top_p=args.top_p,
+                num_beams=args.num_beams,
+                max_new_tokens=128,
+                use_cache=True)
+
+        input_token_len = input_ids.shape[1]
+        n_diff_input_output = (input_ids != output_ids[:, :input_token_len]).sum().item()
+        if n_diff_input_output > 0:
+            print(f'[Warning] {n_diff_input_output} output_ids are not the same as the input_ids')
+        outputs = tokenizer.batch_decode(output_ids[:, input_token_len:], skip_special_tokens=True)[0]
+        outputs = outputs.strip()
+        if outputs.endswith(stop_str):
+            outputs = outputs[:-len(stop_str)]
+        outputs = outputs.strip()
+
+        ans_id = shortuuid.uuid()
+        ans_file.write(json.dumps({"question_id": idx,
+                                   "prompt": cur_prompt,
+                                   "text": outputs,
+                                   "answer_id": ans_id,
+                                   "model_id": model_name,
+                                   "metadata": {}}) + "\n")
+        # ans_file.flush()
+    ans_file.close()
+
+if __name__ == "__main__":
+    parser = argparse.ArgumentParser()
+    parser.add_argument("--model-path", type=str, default="facebook/opt-350m")
+    parser.add_argument("--model-base", type=str, default=None)
+    parser.add_argument("--image-folder", type=str, default="")
+    parser.add_argument("--question-file", type=str, default="tables/question.jsonl")
+    parser.add_argument("--answers-file", type=str, default="answer.jsonl")
+    parser.add_argument("--conv-mode", type=str, default="llava_v1")
+    parser.add_argument("--num-chunks", type=int, default=1)
+    parser.add_argument("--chunk-idx", type=int, default=0)
+    parser.add_argument("--temperature", type=float, default=0.2)
+    parser.add_argument("--top_p", type=float, default=None)
+    parser.add_argument("--num_beams", type=int, default=1)
+    args = parser.parse_args()
+
+    eval_model(args)
diff --git a/llava/eval/model_vqa_mmbench.py b/llava/eval/model_vqa_mmbench.py
new file mode 100644
index 0000000000000000000000000000000000000000..4e7e75321b2f89222eea386d74624fe5b80d0198
--- /dev/null
+++ b/llava/eval/model_vqa_mmbench.py
@@ -0,0 +1,175 @@
+import argparse
+import torch
+import os
+import json
+import pandas as pd
+from tqdm import tqdm
+import shortuuid
+
+from llava.constants import X_TOKEN_INDEX, DEFAULT_X_TOKEN, DEFAULT_X_START_TOKEN, DEFAULT_X_END_TOKEN
+from llava.conversation import conv_templates, SeparatorStyle
+from llava.model.builder import load_pretrained_model
+from llava.utils import disable_torch_init
+from llava.mm_utils import tokenizer_X_token, process_images, load_image_from_base64, get_model_name_from_path
+
+from PIL import Image
+import math
+
+
+all_options = ['A', 'B', 'C', 'D']
+
+
+def split_list(lst, n):
+    """Split a list into n (roughly) equal-sized chunks"""
+    chunk_size = math.ceil(len(lst) / n)  # integer division
+    return [lst[i:i+chunk_size] for i in range(0, len(lst), chunk_size)]
+
+
+def get_chunk(lst, n, k):
+    chunks = split_list(lst, n)
+    return chunks[k]
+
+
+def is_none(value):
+    if value is None:
+        return True
+    if type(value) is float and math.isnan(value):
+        return True
+    if type(value) is str and value.lower() == 'nan':
+        return True
+    if type(value) is str and value.lower() == 'none':
+        return True
+    return False
+
+def get_options(row, options):
+    parsed_options = []
+    for option in options:
+        option_value = row[option]
+        if is_none(option_value):
+            break
+        parsed_options.append(option_value)
+    return parsed_options
+
+
+def eval_model(args):
+    # Model
+    disable_torch_init()
+    model_path = os.path.expanduser(args.model_path)
+    model_name = get_model_name_from_path(model_path)
+    tokenizer, model, processor, context_len = load_pretrained_model(model_path, args.model_base, model_name)
+
+    questions = pd.read_table(os.path.expanduser(args.question_file))
+    questions = get_chunk(questions, args.num_chunks, args.chunk_idx)
+    answers_file = os.path.expanduser(args.answers_file)
+    os.makedirs(os.path.dirname(answers_file), exist_ok=True)
+    ans_file = open(answers_file, "w")
+
+    if 'plain' in model_name and 'finetune' not in model_name.lower() and 'mmtag' not in args.conv_mode:
+        args.conv_mode = args.conv_mode + '_mmtag'
+        print(f'It seems that this is a plain model, but it is not using a mmtag prompt, auto switching to {args.conv_mode}.')
+
+    for index, row in tqdm(questions.iterrows(), total=len(questions)):
+        options = get_options(row, all_options)
+        cur_option_char = all_options[:len(options)]
+
+        if args.all_rounds:
+            num_rounds = len(options)
+        else:
+            num_rounds = 1
+
+        for round_idx in range(num_rounds):
+            idx = row['index']
+            question = row['question']
+            hint = row['hint']
+            image = load_image_from_base64(row['image'])
+            if not is_none(hint):
+                question = hint + '\n' + question
+            for option_char, option in zip(all_options[:len(options)], options):
+                question = question + '\n' + option_char + '. ' + option
+            qs = cur_prompt = question
+            # if model.config.mm_use_im_start_end:
+            #     qs = DEFAULT_IM_START_TOKEN + DEFAULT_IMAGE_TOKEN + DEFAULT_IM_END_TOKEN + '\n' + qs
+            # else:
+            #     qs = DEFAULT_IMAGE_TOKEN + '\n' + qs
+            if model.config.mm_use_x_start_end:
+                qs = DEFAULT_X_START_TOKEN['IMAGE'] + DEFAULT_X_TOKEN['IMAGE'] + DEFAULT_X_END_TOKEN[
+                    'IMAGE'] + '\n' + qs
+            else:
+                qs = DEFAULT_X_TOKEN['IMAGE'] + '\n' + qs
+
+            if args.single_pred_prompt:
+                if args.lang == 'cn':
+                    qs = qs + '\n' + "请直接回答选项字母。"
+                else:
+                    qs = qs + '\n' + "Answer with the option's letter from the given choices directly."
+
+            conv = conv_templates[args.conv_mode].copy()
+            conv.append_message(conv.roles[0], qs)
+            conv.append_message(conv.roles[1], None)
+            prompt = conv.get_prompt()
+
+            input_ids = tokenizer_X_token(prompt, tokenizer, X_TOKEN_INDEX['IMAGE'], return_tensors='pt').unsqueeze(0).cuda()
+
+            image_tensor = process_images([image], processor['image'], model.config)[0]
+            # image_tensor = image_processor.preprocess(image, return_tensors='pt')['pixel_values'][0]
+
+            stop_str = conv.sep if conv.sep_style != SeparatorStyle.TWO else conv.sep2
+
+            with torch.inference_mode():
+                output_ids = model.generate(
+                    input_ids,
+                    images=[[image_tensor.half().cuda()], ['image']],
+                    do_sample=True if args.temperature > 0 else False,
+                    temperature=args.temperature,
+                    top_p=args.top_p,
+                    num_beams=args.num_beams,
+                    # no_repeat_ngram_size=3,
+                    max_new_tokens=1024,
+                    use_cache=True)
+
+            input_token_len = input_ids.shape[1]
+            n_diff_input_output = (input_ids != output_ids[:, :input_token_len]).sum().item()
+            if n_diff_input_output > 0:
+                print(f'[Warning] {n_diff_input_output} output_ids are not the same as the input_ids')
+            outputs = tokenizer.batch_decode(output_ids[:, input_token_len:], skip_special_tokens=True)[0]
+            outputs = outputs.strip()
+            if outputs.endswith(stop_str):
+                outputs = outputs[:-len(stop_str)]
+            outputs = outputs.strip()
+
+            ans_id = shortuuid.uuid()
+            ans_file.write(json.dumps({"question_id": idx,
+                                    "round_id": round_idx,
+                                    "prompt": cur_prompt,
+                                    "text": outputs,
+                                    "options": options,
+                                    "option_char": cur_option_char,
+                                    "answer_id": ans_id,
+                                    "model_id": model_name,
+                                    "metadata": {}}) + "\n")
+            ans_file.flush()
+
+            # rotate options
+            options = options[1:] + options[:1]
+            cur_option_char = cur_option_char[1:] + cur_option_char[:1]
+    ans_file.close()
+
+if __name__ == "__main__":
+    parser = argparse.ArgumentParser()
+    parser.add_argument("--model-path", type=str, default="facebook/opt-350m")
+    parser.add_argument("--model-base", type=str, default=None)
+    parser.add_argument("--image-folder", type=str, default="")
+    parser.add_argument("--question-file", type=str, default="tables/question.jsonl")
+    parser.add_argument("--answers-file", type=str, default="answer.jsonl")
+    parser.add_argument("--conv-mode", type=str, default="llava_v1")
+    parser.add_argument("--num-chunks", type=int, default=1)
+    parser.add_argument("--chunk-idx", type=int, default=0)
+    parser.add_argument("--temperature", type=float, default=0.2)
+    parser.add_argument("--top_p", type=float, default=None)
+    parser.add_argument("--num_beams", type=int, default=1)
+    parser.add_argument("--all-rounds", action="store_true")
+    parser.add_argument("--single-pred-prompt", action="store_true")
+    parser.add_argument("--lang", type=str, default="en")
+    args = parser.parse_args()
+
+    eval_model(args)
diff --git a/llava/eval/model_vqa_science.py b/llava/eval/model_vqa_science.py
new file mode 100644
index 0000000000000000000000000000000000000000..3815ffeee6d1ca41c26984d657d2f473088d0258
--- /dev/null
+++ b/llava/eval/model_vqa_science.py
@@ -0,0 +1,150 @@
+import argparse
+import torch
+import os
+import json
+from tqdm import tqdm
+import shortuuid
+
+from llava.constants import X_TOKEN_INDEX, DEFAULT_X_TOKEN, DEFAULT_X_START_TOKEN, DEFAULT_X_END_TOKEN
+from llava.conversation import conv_templates, SeparatorStyle
+from llava.model.builder import load_pretrained_model
+from llava.utils import disable_torch_init
+from llava.mm_utils import tokenizer_X_token, get_model_name_from_path, KeywordsStoppingCriteria
+
+from PIL import Image
+import math
+
+
+def split_list(lst, n):
+    """Split a list into n (roughly) equal-sized chunks"""
+    chunk_size = math.ceil(len(lst) / n)  # integer division
+    return [lst[i:i+chunk_size] for i in range(0, len(lst), chunk_size)]
+
+
+def get_chunk(lst, n, k):
+    chunks = split_list(lst, n)
+    return chunks[k]
+
+
+def eval_model(args):
+    # Model
+    disable_torch_init()
+    model_path = os.path.expanduser(args.model_path)
+    model_name = get_model_name_from_path(model_path)
+    tokenizer, model, processor, context_len = load_pretrained_model(model_path, args.model_base, model_name)
+    print(model)
+    print(processor)
+    print(model_path, model_name)
+    questions = json.load(open(os.path.expanduser(args.question_file), "r"))
+    questions = get_chunk(questions, args.num_chunks, args.chunk_idx)
+    answers_file = os.path.expanduser(args.answers_file)
+    os.makedirs(os.path.dirname(answers_file), exist_ok=True)
+    ans_file = open(answers_file, "w")
+    for i, line in enumerate(tqdm(questions)):
+        idx = line["id"]
+        question = line['conversations'][0]
+        qs = question['value'].replace('<image>', '').strip()
+        cur_prompt = qs
+
+        if 'image' in line:
+            image_file = line["image"]
+            image = Image.open(os.path.join(args.image_folder, image_file))
+            image_tensor = processor['image'].preprocess(image, return_tensors='pt')['pixel_values'][0]
+            # images = image_tensor.unsqueeze(0).half().cuda() ##########
+            images = image_tensor.half().cuda()
+            if getattr(model.config, 'mm_use_x_start_end', False):
+                qs = DEFAULT_X_START_TOKEN['IMAGE'] + DEFAULT_X_TOKEN['IMAGE'] + DEFAULT_X_END_TOKEN['IMAGE'] + '\n' + qs
+            else:
+                qs = DEFAULT_X_TOKEN['IMAGE'] + '\n' + qs
+            cur_prompt = '<image>' + '\n' + cur_prompt
+        else:
+            images = None
+
+        if args.single_pred_prompt:
+            qs = qs + '\n' + "Answer with the option's letter from the given choices directly."
+            cur_prompt = cur_prompt + '\n' + "Answer with the option's letter from the given choices directly."
+
+        conv = conv_templates[args.conv_mode].copy()
+        conv.append_message(conv.roles[0], qs)
+        conv.append_message(conv.roles[1], None)
+        prompt = conv.get_prompt()
+
+        input_ids = tokenizer_X_token(prompt, tokenizer, X_TOKEN_INDEX['IMAGE'], return_tensors='pt').unsqueeze(0).cuda()
+
+        stop_str = conv.sep if conv.sep_style != SeparatorStyle.TWO else conv.sep2
+        keywords = [stop_str]
+        stopping_criteria = [KeywordsStoppingCriteria(keywords, tokenizer, input_ids)] if conv.version == "v0" else None
+
+        with torch.inference_mode():
+            output_ids = model.generate(
+                input_ids,
+                images=[[images], ['image']],
+                do_sample=True if args.temperature > 0 else False,
+                temperature=args.temperature,
+                max_new_tokens=1024,
+                use_cache=True,
+                stopping_criteria=stopping_criteria,
+            )
+
+        input_token_len = input_ids.shape[1]
+        n_diff_input_output = (input_ids != output_ids[:, :input_token_len]).sum().item()
+        if n_diff_input_output > 0:
+            print(f'[Warning] {n_diff_input_output} output_ids are not the same as the input_ids')
+        outputs = tokenizer.batch_decode(output_ids[:, input_token_len:], skip_special_tokens=True)[0]
+        outputs = outputs.strip()
+        if outputs.endswith(stop_str):
+            outputs = outputs[:-len(stop_str)]
+        outputs = outputs.strip()
+
+        # prompt for answer
+        if args.answer_prompter:
+            outputs_reasoning = outputs
+            input_ids = tokenizer_X_token(prompt + outputs_reasoning + ' ###\nANSWER:', tokenizer, X_TOKEN_INDEX['IMAGE'], return_tensors='pt').unsqueeze(0).cuda()
+
+            with torch.inference_mode():
+                output_ids = model.generate(
+                    input_ids,
+                    images=[[images], ['image']],
+                    do_sample=True if args.temperature > 0 else False,
+                    temperature=args.temperature,
+                    max_new_tokens=64,
+                    use_cache=True,
+                    stopping_criteria=[stopping_criteria])
+
+            input_token_len = input_ids.shape[1]
+            n_diff_input_output = (input_ids != output_ids[:, :input_token_len]).sum().item()
+            if n_diff_input_output > 0:
+                print(f'[Warning] {n_diff_input_output} output_ids are not the same as the input_ids')
+            outputs = tokenizer.batch_decode(output_ids[:, input_token_len:], skip_special_tokens=True)[0]
+            outputs = outputs.strip()
+            if outputs.endswith(stop_str):
+                outputs = outputs[:-len(stop_str)]
+            outputs = outputs.strip()
+            outputs = outputs_reasoning + '\n The answer is ' + outputs
+
+        ans_id = shortuuid.uuid()
+        ans_file.write(json.dumps({"question_id": idx,
+                                   "prompt": cur_prompt,
+                                   "text": outputs,
+                                   "answer_id": ans_id,
+                                   "model_id": model_name,
+                                   "metadata": {}}) + "\n")
+        ans_file.flush()
+    ans_file.close()
+
+if __name__ == "__main__":
+    parser = argparse.ArgumentParser()
+    parser.add_argument("--model-path", type=str, default="facebook/opt-350m")
+    parser.add_argument("--model-base", type=str, default=None)
+    parser.add_argument("--image-folder", type=str, default="")
+    parser.add_argument("--question-file", type=str, default="tables/question.json")
+    parser.add_argument("--answers-file", type=str, default="answer.jsonl")
+    parser.add_argument("--conv-mode", type=str, default="llava_v0")
+    parser.add_argument("--num-chunks", type=int, default=1)
+    parser.add_argument("--chunk-idx", type=int, default=0)
+    parser.add_argument("--temperature", type=float, default=0.2)
+    parser.add_argument("--answer-prompter", action="store_true")
+    parser.add_argument("--single-pred-prompt", action="store_true")
+    args = parser.parse_args()
+
+    eval_model(args)
diff --git a/llava/eval/qa_baseline_gpt35.py b/llava/eval/qa_baseline_gpt35.py
new file mode 100644
index 0000000000000000000000000000000000000000..babab6e12b4bb8cfa74a7edfa5e56cd1b3e2bf6c
--- /dev/null
+++ b/llava/eval/qa_baseline_gpt35.py
@@ -0,0 +1,74 @@
+"""Generate answers with GPT-3.5"""
+# Note: you need to be using OpenAI Python v0.27.0 for the code below to work
+import argparse
+import json
+import os
+import time
+import concurrent.futures
+
+import openai
+import tqdm
+import shortuuid
+
+MODEL = 'gpt-3.5-turbo'
+MODEL_ID = 'gpt-3.5-turbo:20230327'
+
+def get_answer(question_id: int, question: str, max_tokens: int):
+    ans = {
+        'answer_id': shortuuid.uuid(),
+        'question_id': question_id,
+        'model_id': MODEL_ID,
+    }
+    for _ in range(3):
+        try:
+            response = openai.ChatCompletion.create(
+                model=MODEL,
+                messages=[{
+                    'role': 'system',
+                    'content': 'You are a helpful assistant.'
+                }, {
+                    'role': 'user',
+                    'content': question,
+                }],
+                max_tokens=max_tokens,
+            )
+            ans['text'] = response['choices'][0]['message']['content']
+            return ans
+        except Exception as e:
+            print('[ERROR]', e)
+            ans['text'] = '#ERROR#'
+            time.sleep(1)
+    return ans
+
+
+if __name__ == '__main__':
+    parser = argparse.ArgumentParser(description='ChatGPT answer generation.')
+    parser.add_argument('-q', '--question')
+    parser.add_argument('-o', '--output')
+    parser.add_argument('--max-tokens', type=int, default=1024, help='maximum number of tokens produced in the output')
+    args = parser.parse_args()
+
+    questions_dict = {}
+    with open(os.path.expanduser(args.question)) as f:
+        for line in f:
+            if not line:
+                continue
+            q = json.loads(line)
+            questions_dict[q['question_id']] = q['text']
+
+    answers = []
+
+    with concurrent.futures.ThreadPoolExecutor(max_workers=32) as executor:
+        futures = []
+        for qid, question in questions_dict.items():
+            future = executor.submit(get_answer, qid, question, args.max_tokens)
+            futures.append(future)
+
+        for future in tqdm.tqdm(concurrent.futures.as_completed(futures), total=len(futures)):
+            answers.append(future.result())
+
+    answers.sort(key=lambda x: x['question_id'])
+
+    with open(os.path.expanduser(args.output), 'w') as f:
+        table = [json.dumps(ans) for ans in answers]
+        f.write('\n'.join(table))
diff --git a/llava/eval/run_llava.py b/llava/eval/run_llava.py
new file mode 100644
index 0000000000000000000000000000000000000000..b54f0d6645728ffdfbd6707b7d23517d175bacbf
--- /dev/null
+++ b/llava/eval/run_llava.py
@@ -0,0 +1,97 @@
+import argparse
+import torch
+
+from llava.constants import X_TOKEN_INDEX, DEFAULT_X_TOKEN, DEFAULT_X_START_TOKEN, DEFAULT_X_END_TOKEN
+from llava.conversation import conv_templates, SeparatorStyle
+from llava.model.builder import load_pretrained_model
+from llava.utils import disable_torch_init
+from llava.mm_utils import tokenizer_X_token, get_model_name_from_path, KeywordsStoppingCriteria
+
+from PIL import Image
+
+import requests
+from PIL import Image
+from io import BytesIO
+
+
+def load_image(image_file):
+    if image_file.startswith('http') or image_file.startswith('https'):
+        response = requests.get(image_file)
+        image = Image.open(BytesIO(response.content)).convert('RGB')
+    else:
+        image = Image.open(image_file).convert('RGB')
+    return image
+
+
+def eval_model(args):
+    # Model
+    disable_torch_init()
+
+    model_name = get_model_name_from_path(args.model_path)
+    tokenizer, model, image_processor, context_len = load_pretrained_model(args.model_path, args.model_base, model_name)
+
+    qs = args.query
+    if model.config.mm_use_im_start_end:
+        qs = DEFAULT_IM_START_TOKEN + DEFAULT_IMAGE_TOKEN + DEFAULT_IM_END_TOKEN + '\n' + qs
+    else:
+        qs = DEFAULT_IMAGE_TOKEN + '\n' + qs
+
+    if 'llama-2' in model_name.lower():
+        conv_mode = "llava_llama_2"
+    elif "v1" in model_name.lower():
+        conv_mode = "llava_v1"
+    elif "mpt" in model_name.lower():
+        conv_mode = "mpt"
+    else:
+        conv_mode = "llava_v0"
+
+    if args.conv_mode is not None and conv_mode != args.conv_mode:
+        print('[WARNING] the auto inferred conversation mode is {}, while `--conv-mode` is {}, using {}'.format(conv_mode, args.conv_mode, args.conv_mode))
+    else:
+        args.conv_mode = conv_mode
+
+    conv = conv_templates[args.conv_mode].copy()
+    conv.append_message(conv.roles[0], qs)
+    conv.append_message(conv.roles[1], None)
+    prompt = conv.get_prompt()
+
+    image = load_image(args.image_file)
+    image_tensor = image_processor.preprocess(image, return_tensors='pt')['pixel_values'].half().cuda()
+
+    input_ids = tokenizer_image_token(prompt, tokenizer, IMAGE_TOKEN_INDEX, return_tensors='pt').unsqueeze(0).cuda()
+
+    stop_str = conv.sep if conv.sep_style != SeparatorStyle.TWO else conv.sep2
+    keywords = [stop_str]
+    stopping_criteria = KeywordsStoppingCriteria(keywords, tokenizer, input_ids)
+
+    with torch.inference_mode():
+        output_ids = model.generate(
+            input_ids,
+            images=image_tensor,
+            do_sample=True,
+            temperature=0.2,
+            max_new_tokens=1024,
+            use_cache=True,
+            stopping_criteria=[stopping_criteria])
+
+    input_token_len = input_ids.shape[1]
+    n_diff_input_output = (input_ids != output_ids[:, :input_token_len]).sum().item()
+    if n_diff_input_output > 0:
+        print(f'[Warning] {n_diff_input_output} output_ids are not the same as the input_ids')
+    outputs = tokenizer.batch_decode(output_ids[:, input_token_len:], skip_special_tokens=True)[0]
+    outputs = outputs.strip()
+    if outputs.endswith(stop_str):
+        outputs = outputs[:-len(stop_str)]
+    outputs = outputs.strip()
+    print(outputs)
+
+if __name__ == "__main__":
+    parser = argparse.ArgumentParser()
+    parser.add_argument("--model-path", type=str, default="facebook/opt-350m")
+    parser.add_argument("--model-base", type=str, default=None)
+    parser.add_argument("--image-file", type=str, required=True)
+    parser.add_argument("--query", type=str, required=True)
+    parser.add_argument("--conv-mode", type=str, default=None)
+    args = parser.parse_args()
+
+    eval_model(args)
diff --git a/llava/eval/summarize_gpt_review.py b/llava/eval/summarize_gpt_review.py
new file mode 100644
index 0000000000000000000000000000000000000000..0f796a3880341739677a5fe3bfbcc90515a0f324
--- /dev/null
+++ b/llava/eval/summarize_gpt_review.py
@@ -0,0 +1,60 @@
+import json
+import os
+from collections import defaultdict
+
+import numpy as np
+
+import argparse
+
+def parse_args():
+    parser = argparse.ArgumentParser(description='ChatGPT-based QA evaluation.')
+    parser.add_argument('-d', '--dir', default=None)
+    parser.add_argument('-v', '--version', default=None)
+    parser.add_argument('-s', '--select', nargs='*', default=None)
+    parser.add_argument('-f', '--files', nargs='*', default=[])
+    parser.add_argument('-i', '--ignore', nargs='*', default=[])
+    return parser.parse_args()
+
+
+if __name__ == '__main__':
+    args = parse_args()
+
+    if args.ignore is not None:
+        args.ignore = [int(x) for x in args.ignore]
+
+    if len(args.files) > 0:
+        review_files = args.files
+    else:
+        review_files = [x for x in os.listdir(args.dir) if x.endswith('.jsonl') and (x.startswith('gpt4_text') or x.startswith('reviews_') or x.startswith('review_') or 'review' in args.dir)]
+
+    for review_file in sorted(review_files):
+        config = os.path.basename(review_file).replace('gpt4_text_', '').replace('.jsonl', '')
+        if args.select is not None and any(x not in config for x in args.select):
+            continue
+        if '0613' in config:
+            version = '0613'
+        else:
+            version = '0314'
+        if args.version is not None and args.version != version:
+            continue
+        scores = defaultdict(list)
+        print(config)
+        with open(os.path.join(args.dir, review_file) if args.dir is not None else review_file) as f:
+            for review_str in f:
+                review = json.loads(review_str)
+                if review['question_id'] in args.ignore:
+                    continue
+                if 'category' in review:
+                    scores[review['category']].append(review['tuple'])
+                    scores['all'].append(review['tuple'])
+                else:
+                    if 'tuple' in review:
+                        scores['all'].append(review['tuple'])
+                    else:
+                        scores['all'].append(review['score'])
+        for k, v in sorted(scores.items()):
+            stats = np.asarray(v).mean(0).tolist()
+            stats = [round(x, 3) for x in stats]
+            # print(k, stats, round(stats[1]/stats[0]*100, 1))
+            print(k, round(stats[1]/stats[0]*100, 1), round(stats[0] * 10, 1), round(stats[1] * 10, 1))
+        print('=================================')
diff --git a/llava/eval/table/answer/answer_alpaca-13b.jsonl b/llava/eval/table/answer/answer_alpaca-13b.jsonl
new file mode 100644
index 0000000000000000000000000000000000000000..b850e137eb1b020c36c9e2f370934e50b188afe1
--- /dev/null
+++ b/llava/eval/table/answer/answer_alpaca-13b.jsonl
@@ -0,0 +1,80 @@
+{"question_id": 1, "text": "Improving time management skills involves setting priorities, breaking tasks into smaller chunks, delegating tasks, avoiding multitasking, and taking regular breaks. Additionally, it is important to have a positive attitude and be realistic with goals. Making a to-do list, tracking time, and using technology to automate mundane tasks can also help improve time management skills.", "answer_id": "kEL9ifUHDeYuAXzevje2se", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 2, "text": "The most effective ways to deal with stress include identifying and avoiding the sources of stress, developing healthy coping mechanisms, and engaging in relaxation techniques such as meditation, deep breathing, and physical exercise. Additionally, it is important to take care of one's mental and physical health, get enough rest and nutrition, and practice self-care.", "answer_id": "VcF3NrWGXhhxLkDVurNrwq", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 3, "text": "The main differences between Python and JavaScript programming languages are in their syntax, structure, and the type of applications they are designed for. Python is a general-purpose language designed to be easy to read and write, while JavaScript is primarily used for web development. Python is a compiled language, while JavaScript is an interpreted language. Python is strongly typed, while JavaScript is not. Python is typically faster than JavaScript in terms of execution, while JavaScript is better suited to create interactive web pages.", "answer_id": "LpvtyQi9QdSgRrgGDxiGrT", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 4, "text": "Working from home can be a great way to increase productivity, but it does require some strategic planning and tactics. Here are some tips for increasing your productivity while working from home: \n1. Establish a routine: Having a regular schedule and sticking to it can help you stay focused and motivated.\n2. Create a distraction-free zone: Eliminate distractions by turning off notifications and setting a \u201cdo not disturb\u201d mode.\n3. Take breaks: Working for long stretches without taking breaks can lead to burnout and decreased productivity.\n4. Exercise: Exercise can help improve focus and productivity.\n5. Get organized: Having a clean and organized workspace can help you stay on task.\n6. Set goals: Set short-term and long-term goals to keep you motivated and on track.\n7. Connect with colleagues: Don\u2019t be afraid to reach out to colleagues for help or advice.\n8. Track your progress: Keep track of your progress and celebrate your successes.\n9. Unplug: Taking breaks and unplugging from work can help you recharge and come back to work more refreshed.", "answer_id": "7zQm8cSTJhPtPdZdxbcfrX", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 5, "text": "Sure. Quantum computing is a new technology that uses quantum mechanical phenomena to perform operations on data. Unlike traditional computers, which process information in binary form, quantum computers can process information in multiple states at the same time, allowing them to perform operations faster and with more accuracy. It also allows them to solve problems that classical computers struggle with. Quantum computing is still in its infancy, but it has the potential to revolutionize the computing industry and open up new possibilities in artificial intelligence, cryptography, and other fields.", "answer_id": "UrLEH82RHwqqLt2LyvYSKj", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 6, "text": "Plant-based protein sources include legumes, grains, nuts, and seeds, and are generally lower in fat and calories than animal-based proteins. Animal-based proteins come from sources such as meat, eggs, and dairy, and are generally higher in fat and calories than plant-based proteins. Plant-based proteins are also generally lower in cholesterol and saturated fat than animal-based proteins. Additionally, plant-based proteins require fewer resources for production, such as water and land, than animal-based proteins.", "answer_id": "fpRdMTdnfirosQixuf2Gez", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 7, "text": "Developing critical thinking skills involves actively questioning assumptions, taking multiple perspectives, analyzing information, and coming to logical conclusions. You can practice these skills by posing questions to yourself and working through problems, as well as engaging in thoughtful discussion with others.", "answer_id": "PvGmsCJSNFcvQKmPTnnd7s", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 8, "text": "The major challenges faced by the education sector include lack of access to quality education, low educational outcomes, high costs of education, lack of adequate infrastructure and teaching materials, overcrowding in classrooms, and gender inequality. Other challenges include lack of access to technology and digital learning materials, outdated curriculum and pedagogical practices, and inadequate teacher training.", "answer_id": "n4ANAbpR3gvLPP8poPfKZ6", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 9, "text": "The primary factors that influence consumer behavior include cultural, social, and personal factors. Cultural factors include shared beliefs, values, and customs within a society, while social factors include the influence of family, friends, and peers. Personal factors include an individual's lifestyle, attitudes, beliefs, and past experiences. Other factors such as advertising, marketing, and price also have an effect on consumer behavior.", "answer_id": "STJ36GrgQMcaUi7zaoNPit", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 10, "text": "The most effective strategies for conflict resolution in the workplace include:\n1. Establishing open communication: Encouraging open and honest communication between parties is key to resolving any conflict.\n2. Listening actively: Active listening allows both parties to feel heard and allows for a better understanding of the other person's perspective.\n3. Identifying root causes: Understanding the underlying cause of the conflict can help to find more effective solutions that address the core issue.\n4. Focusing on interests, not positions: Focusing on the interests of both parties can help to find creative solutions that satisfy the needs of everyone involved.\n5. Developing mutual respect: Respect is essential to any successful resolution. Building mutual respect can help to create a healthier work environment.\n6. Negotiation: Working together to negotiate a mutually beneficial solution can help to create an agreement that both parties are happy with.\n7. Taking responsibility: Taking responsibility for one\u2019s words and actions can help to create a culture of accountability in the workplace.", "answer_id": "425SwYvqKPAXFGTYKXB7Cs", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 11, "text": "The use of single-use plastic bottles has a number of negative implications on the environment. They are not biodegradable and can take hundreds of years to break down. This means they are around for a long time, releasing potentially harmful chemicals into the environment, and they can be easily mistaken for food by animals. Single-use plastic bottles can also be a source of micro-plastics, which are very small particles of plastic that are difficult to clean up and can be consumed by fish and other aquatic life, leading to health problems in humans who consume those fish. On the other hand, reusable bottles are a much more environmentally friendly choice since they do not produce any waste. They are also often made of materials that are safer for human health, such as stainless steel or glass. Reusable bottles are also more cost-effective since they do not need to be replaced as often as single-use plastic bottles.", "answer_id": "VbNAuj6KAkMdLJQXMo22oK", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 12, "text": "When designing an inclusive and accessible public transportation system, some factors to consider include providing frequent and reliable service, accessible stops and vehicles, a variety of fare options, clear and consistent signage and information, comfortable seating and space for wheelchairs and other assistive devices, and security and safety protocols. Additionally, public transportation systems should be integrated with other services such as public parking, bike and scooter sharing, and shuttles to provide a comprehensive and accessible experience.", "answer_id": "CNGqAeu2QJbQ4QGzHJDPdq", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 13, "text": "Governments can use fiscal and monetary policies to combat economic recessions. Fiscal policies involve the government spending money or cutting taxes in order to stimulate the economy, while monetary policies involve changing the money supply or interest rates to influence economic activity. These policies can be used to stabilize the economy, create jobs, and reduce poverty.", "answer_id": "E8w2qYqnm8iqCrSkUv62sz", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 14, "text": "Language and cultural barriers can lead to misunderstandings and make it more difficult to communicate and form relationships in multicultural societies. Without a common language or shared culture, people can have difficulty understanding each other's perspectives and beliefs, which can lead to mistrust and a lack of understanding between different ethnic groups. To overcome these barriers, it is important to make an effort to learn about different cultures, be open-minded, and take the time to understand each other.", "answer_id": "8o5yMymfzo6kzmp9GK5MWr", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 15, "text": "Artificial intelligence can be used to improve the quality and efficiency of healthcare delivery in a variety of ways. AI can be used to assist with diagnosing diseases by comparing symptoms and medical history to images of known diseases and medical conditions. AI can also be used to analyze laboratory results and patient records to identify potential problems and develop treatment plans. AI can be used to automate administrative tasks and reduce paperwork, as well as identify potential drug interactions and side effects. AI can also be used to automate appointment reminders, facilitate communication between doctors and patients, and even provide virtual health coaching to help patients manage their conditions.", "answer_id": "kbJVEEsdsSScEq5Y5furr7", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 16, "text": "CRISPR-Cas9 is a recently developed gene editing technology that has revolutionized the way scientists are able to edit genomes. The technology uses a guide RNA to direct the Cas9 enzyme to a specific location in the genome, where it will cut the DNA strands. This allows for the insertion or deletion of DNA sequences, which can be used to modify the genetic code of an organism. Potential applications include treating genetic diseases, increasing crop yields, and creating pest-resistant crops. Ethically, the biggest concern is the potential misuse of the technology, which could lead to unintended consequences or be used to alter humanity in ways that could harm us.", "answer_id": "CMUL5ULZuR7YC5EPzCBN2N", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 17, "text": "Vaccinations work by stimulating the body's immune system to protect against infectious diseases. Herd immunity is a concept whereby a population is protected against a certain disease when a certain percentage of the population has immunity to the disease, either through vaccination or having already contracted the disease. This is because when enough people are vaccinated, it reduces the spread of the disease and prevents it from spreading to those who are not immune.", "answer_id": "kEmDDQyNqSkyFihYEEBpuR", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 18, "text": "Social media platforms can have a significant influence on how people consume and share news. By providing instant access to news sources and allowing users to easily share content, these platforms can shape the public's information landscape and the spread of misinformation. Some potential implications of this are that users may not always be able to discern between reliable and unreliable sources, and misleading information may be more easily spread and go viral. This can lead to confusion and mistrust among users, and can potentially be exploited for nefarious purposes. To mitigate these risks, it is important for users to be aware of the potential biases and agendas of the sources they are consuming, and for social media platforms to take proactive steps to curb the spread of misinformation.", "answer_id": "Qs3grQsqFVGK9EVkCkf9PB", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 19, "text": "Cultural, social, and economic factors all play a role in determining an individual's food choices. For example, people growing up in households with limited economic means may be more likely to consume cheaper, less nutritious foods due to economic constraints. Additionally, cultural norms and values can influence food choices, such as the emphasis on large portions typical in some American cultural settings. Finally, social factors such as peer pressure and advertising can also sway an individual's food choices. By understanding and taking into account these various factors, health promotion strategies can be tailored and targeted to help individuals make healthier dietary decisions.", "answer_id": "kzZ6dKN7hkRWjqtdHr7Qns", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 20, "text": "Natural selection is the process by which certain traits or characteristics become more or less common in a population over time. This is due to the fact that those individuals with certain advantageous traits are more likely to survive, reproduce, and pass those traits on to their offspring. Over time, this leads to the evolution and adaptation of species to their environment.", "answer_id": "DPPDG6YGFJij2GCmRL66PU", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 21, "text": "I am a brave knight, loyal to my king and country, and I have come to serve and protect them both. I am skilled in the arts of war and peace, and I am proud to be here at the royal court.", "answer_id": "D62FjDb4nZANzPpfSfsiyn", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 22, "text": "Avast ye maties! To the bottom of the sea we go! In search of hidden riches and fortune, we shall brave the depths and face any danger that comes our way. For glory and honor, let us set sail and find the lost Ark!", "answer_id": "k7E4NNw5kyj9DmvP5Pu2zb", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 23, "text": "If I were a Shakespearean character, I would declare my love for someone in a soliloquy with passionate words and metaphors. I would express my love for them with descriptions of their beauty and the joy I feel when I am with them. I would confess my hopes and dreams for our future together and declare my devotion to them. I would make my love for them known in a way that could never be forgotten.", "answer_id": "KFocjVCejYrU3YmLjAqoUF", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 24, "text": "As a superhero, my origin story is very special. I was born with special abilities that I had to keep hidden for a long time. I was scared to use them at first, but eventually I discovered that I could use my powers to protect people and make the world a better place. I've had to face a lot of challenges along the way, but I've also had a lot of help from friends and family. Now, I use my abilities to help people in need and fight for justice.", "answer_id": "dq8Sm9djS7e7y9sG9vmMJf", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 25, "text": "If I were a time traveler from the year 3000, I would tell people about the incredible advancements in technology, such as the ability to travel through time, space, and dimensions; the development of intelligent robots and autonomous vehicles; the emergence of virtual reality and augmented reality; and the rise of artificial intelligence and machine learning.", "answer_id": "XZ8fG8e6u7CyKd2moK6abe", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 26, "text": "The game was a nail-biter, with both teams trading leads throughout the game. With only seconds left on the clock, the home team made a bold move and passed the ball to their star player, who took the ball down the court and made a layup at the buzzer to seal the victory for the home team!", "answer_id": "oKaXHfoK4pXwrefFWXmeA8", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 27, "text": "My signature dish is a seamless blend of traditional and modern cooking techniques. I use only the freshest ingredients to create a unique and unforgettable dining experience. The dish is a perfect balance of flavors and textures, with a subtle hint of my personal style. It is a dish that I am proud to call my own.", "answer_id": "ZwiZfvDWm7SETKNBfDk7Mb", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 28, "text": "At the summit of Mount Everest, you are filled with a sense of accomplishment and joy. The view from the top is absolutely breathtaking - you can see for miles and miles, with the majestic Himalayan mountain range stretching out in all directions. It is a truly unforgettable experience.", "answer_id": "DxYopRe2LcTJMy3FWu6btd", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 29, "text": "As a colonist on Mars, my daily life is filled with challenges. Finding resources and creating a sustainable environment is a priority. I face a number of challenges including extreme temperature fluctuations, limited access to resources, and the difficulty of travelling to and from the planet. Additionally, I must be mindful of my physical and mental health since I am so far from home. Despite these challenges, I am grateful to be able to explore and experience this new world.", "answer_id": "WC3UJVh4jQ5RUkpcRMU98L", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 30, "text": "In the post-apocalyptic world, I am a survivor by necessity. I scavenge for food and supplies, and I'm always on the lookout for potential allies. I've encountered a few people who have managed to survive, and together we have formed an alliance to help each other. We hunt for food, build shelter, and work together to stay alive. We also share knowledge and skills, like how to start a fire or how to use a weapon. We look out for each other, and our alliance has strengthened our chances of survival.", "answer_id": "gTvgn6ksDjGGgdprw6AG5A", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 31, "text": "There are a few ways to tell if a restaurant is popular among locals or mainly attracts tourists. Firstly, look at the clientele - if the majority of people there are tourists, it's likely that the restaurant is mainly attracting tourists. Secondly, check online reviews - if the reviews are mainly from tourists, then it's likely that the restaurant is popular with tourists. Finally, look at the prices - if the prices are higher than average for the area, it could be a sign that the restaurant is popular with locals. This information can be useful to get an idea of what kind of experience to expect, as locals might know about different aspects of the restaurant that tourists wouldn't.", "answer_id": "3q7giCk2BA3Ye4Tm9HC2iw", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 32, "text": "Some subtle clues that suggest someone is pretending to understand a topic or conversation when they are actually confused or uninformed include: not asking any questions or engaging in the conversation, avoiding eye contact, fidgeting or stammering when speaking, repeating questions or comments made by other people, and nodding along without any signs of understanding.", "answer_id": "hRGsxy86v26SC4yAQS29X4", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 33, "text": "Some people prefer the tactile and visual experience of using a paper map, and others may prefer to ask for directions from locals in order to get a more personalized experience. Additionally, GPS devices and smartphone apps can sometimes be inaccurate or have limited battery life, while a paper map or asking for directions may be more reliable.", "answer_id": "3n49A5ggJERfXYrLns3ZeU", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 34, "text": "One way to tell if someone is genuinely interested in a conversation is to observe their body language and facial expressions. Are they making an effort to maintain eye contact? Are they leaning in and actively listening to what you are saying? Do they ask questions and provide relevant answers? If so, it is likely that they are genuinely interested in the conversation. Additionally, if someone is simply being polite, they may not ask questions or engage in the conversation as much, and may not make an effort to maintain eye contact.", "answer_id": "ErCpFtPuYVru4oTTk4WrxG", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 35, "text": "Shopping at a small, locally-owned business can benefit the local community by keeping money in the area and supporting local jobs. Additionally, these businesses tend to offer a more personal experience and higher quality products than large chain stores. Furthermore, shopping at small businesses can help create a sense of place and community, and can help maintain a unique local culture.", "answer_id": "PTNoCRMZWoJk8HaKX7fW45", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 36, "text": "There are several ways to assess the credibility of a source of information. Firstly, you can look at the author's credentials and experience in the relevant field. Secondly, you can check the source of the information, such as whether it is from a reliable website or publication. Thirdly, you can look at the evidence presented in the article and whether it is backed up by reliable sources. Finally, you can read other people's reviews or comments about the article to get a better idea of its credibility.", "answer_id": "n8cFs9KENNwZ4z3SR4iXTr", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 37, "text": "Some people enjoy the sensation of being scared because it can create a feeling of excitement, enhance their emotional state, and provide a sense of thrill and adventure. Others may avoid these experiences because they are afraid of the unknown, or because they don't enjoy the feeling of being scared. Everyone is different, and some people may be more attracted to thrilling and exciting activities while others may prefer calmer activities.", "answer_id": "GzxL9mmEK5RzKqRbqBMUVC", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 38, "text": "By observing the behavior of others in a social situation, one can gain clues as to the cultural norms and expectations of a group. For example, watching how people interact with one another, how they address each other, how they handle disagreements, and how they go about solving problems can provide insight into the cultural values of the group. Additionally, observing body language, facial expressions, and other nonverbal cues can offer clues as to the accepted norms of behavior in a particular culture.", "answer_id": "QpoHFgb9SzwuaXQQUuBUQD", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 39, "text": "It is an interesting question, and one that has been debated for quite some time. I think there are valid arguments on both sides. On the one hand, exploring space is a remarkable human endeavor and could lead to tremendous scientific discoveries and technological advances. On the other hand, there are many pressing issues that need to be addressed on Earth, such as poverty, inequality, and climate change. Each side would argue that their cause is more important, and it is ultimately up to each individual to decide which one they feel more strongly about.", "answer_id": "Fxe6MS4GpP3LMDUwzY2cPA", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 40, "text": "It is important to strike a balance between job creation and technological progress. Automation can increase efficiency and productivity, but it should not come at the expense of job security and people's livelihoods. Therefore, it is essential to create policies and initiatives that promote both job creation and technological progress. This could include investing in training and education to ensure that people have the skills necessary to compete in the modern job market, as well as incentivizing companies to invest in technologies that create jobs and stimulate economic growth.", "answer_id": "mJiQ2FGR4Xb8kmhZjharkw", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 41, "text": "On average, the human eye blinks about 20 times per minute, or about 14,400 times per day. In a lifetime, this means that the average human will blink roughly 50 million times. This may seem like a lot, but it serves an important purpose. Blinking helps to keep the eyes lubricated and prevents them from drying out. It also helps to spread tears over the surface of the eye, washing away foreign particles and keeping the eye clean. Additionally, blinking helps to reduce the risk of eye infections by helping to clear away bacteria and other foreign substances.", "answer_id": "6Kph4RHRKEZ4YUoaHuEhBv", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 42, "text": "A grain of salt contains 102.98 atoms. To calculate this, we first need to know the atomic weight of a single atom. The atomic weight of an atom is the number of protons and neutrons in the nucleus of an atom, which determines its atomic mass. The atomic weight of a single atom of salt is 58.943 g/atom. Therefore, a grain of salt contains 102.98 atoms, which is equivalent to 60.98 grams.", "answer_id": "WBwpBQwhxn5kxLDb7MschC", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 43, "text": "Approximately 2000 lightning strikes occur on Earth each day. This is because the atmospheric conditions must come together in a particular way for a lightning strike to occur. Firstly, a large amount of electric charge must accumulate in the atmosphere, typically in a storm system. Then, the air must become increasingly unstable, leading to rising air and a strong updraft. This causes an electric breakdown of the air, and then an exchange of electricity occurs from the cloud to the ground, forming a lightning bolt. As these conditions are necessary for a lightning strike to occur, about 2000 lightning strikes happen on Earth each day.", "answer_id": "kf8nahQVci2ZLaYikagB7U", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 44, "text": "It would take about 10 million balloons to lift a house like in the movie Up. The balloons would need to be filled with helium in order for the house to be lifted. Each balloon would need to be filled with about 89.1 cubic feet of helium in order to lift 500 pounds. To calculate how many balloons would be needed, simply multiply the weight of the house (264.72 lbs) by the number of cubic feet of helium needed to lift 500 pounds (89.1). Therefore, it would take 10 million balloons to lift a house like in the movie Up.", "answer_id": "Gptgryd4o2dC8V5aqRmeJJ", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 45, "text": "According to a 2017 study, over 6.3 billion text messages are sent globally in a minute. This number is expected to grow to 6.8 billion by 2021. This is due to the increasing number of smartphones, better network coverage, and the increasing popularity of texting for communication. Furthermore, the increase in smartphones and better network coverage has also led to the rise of instant messaging applications such as WhatsApp, which has further increased the amount of text messages sent per minute.", "answer_id": "RfBWW8ZhdfTuTMb454Un4o", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 46, "text": "It is estimated that over 1 billion words are spoken on Earth every day. This is due to the fact that humans are highly social creatures, and language is the primary way that we communicate with each other. In addition, language is a key component of all cultures and societies, and is constantly being used to exchange information and ideas. Furthermore, language is integral to the way we think and process information, as well as to how we connect with each other on an emotional level. Therefore, it is not surprising that so many words are spoken on a daily basis.", "answer_id": "neGgLYm47JvqN8qkw8VeoW", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 47, "text": "On average, about 100 snowflakes fall per second during a typical winter. This number can vary drastically depending on the location and severity of the storm. Snowflakes are made up of tiny ice crystals, which form in the atmosphere when the temperature is below freezing and there is moisture in the air. As air moves and mixes, the crystals come together to form snowflakes. The shape, size and number of snowflakes depend on the atmospheric conditions, such as temperature and humidity, when they form.", "answer_id": "KSePbzLwsYasR3aui4HU8h", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 48, "text": "It is estimated that all the books ever written would total about 100 billion pages. This is based on the fact that there are roughly 130 million unique titles in existence, and each book on average contains about 200 pages. This means that if all the books were printed out, the stack of paper would be about 400 miles high. Additionally, if each book was represented by a single page, the total number of pages would be approximately 100 billion. Throughout history, books have served as a way to preserve knowledge and information, as well as to share ideas and stories with others. As technology advances, books are increasingly available in digital formats, which allows for easier access and storage. Regardless of the medium, books will continue to be a valuable source of information for generations to come.", "answer_id": "SWWfLpP2gnWHLbYRZXNsW3", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 49, "text": "Since the beginning of life, the Earth has orbited the Sun a total of 4.3 billion times. This is calculated by multiplying the average length of a year (365.25 days) by the number of years since life began (approximately 4.5 billion years). Life on Earth relies on the Sun's energy reaching the Earth's atmosphere and being redistributed by the atmosphere, the land surface, and the oceans. Without this energy, life on Earth would not be possible. Therefore, the Earth's orbit around the Sun is integral to the sustainability of life on Earth.", "answer_id": "WaBwKYhs7eAG22qCGLH2j3", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 50, "text": "Since the beginning of recorded music, countless songs have been recorded. The exact number is difficult to quantify, but conservative estimates put the number of songs recorded throughout history at several hundred thousand. This includes songs from all genres, from classical music to modern pop. The invention of recording technology has allowed musicians to preserve their music and share it with the world. This has enabled generations to access and enjoy music from all eras. With the rise of digital music, the number of recordings available has grown exponentially, and new songs are being recorded all the time.", "answer_id": "MfMJeE9om7qyBbqopHouf4", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 51, "text": "If the Internet had been invented during the Renaissance period, it likely would have been used primarily by the wealthy and powerful to access knowledge and information, as there was no widespread system of public education at the time. It also would have been a much slower and more expensive process to access information, as there were no high-speed connections or digital networks available.", "answer_id": "TjWPRDM6JFpPF8xeRptCKb", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 52, "text": "If the Aztecs had successfully repelled the Spanish conquistadors, their culture and way of life would have likely remained intact. The Spanish would not have been able to colonize Mexico, and their influence on the region would have been much less. It's likely that the Aztecs would have continued to expand their empire and control the areas that are now parts of Central and South America. Additionally, the Native American populations in the area would have likely been able to maintain more of their traditional customs and beliefs, and their languages may not have been as heavily impacted by Spanish.", "answer_id": "iR2tYTsWTFENEP7Qy9RgtX", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 53, "text": "If the Black Death had not occurred in the 14th century, the population of Europe may have continued to grow unabated, leading to more rapid urbanization and economic growth. It's likely that the Renaissance would have begun sooner, and the scientific revolution may have occurred earlier as well. Without the Black Death, there may have been no need for the industrial revolution, or at least it may have occurred later and on a smaller scale. Additionally, the spread of diseases may have been slower, leading to greater population density in certain areas.", "answer_id": "AZdS8xAi3GwAmCqkNSnnwv", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 54, "text": "If Isaac Newton had focused on biology instead of physics, he might have made important discoveries in the field of medicine and biology. He may have studied the human body and its functions in greater detail, and possibly even made important breakthroughs in treating diseases. He may also have studied the behavior of different animals in the wild and made important observations about their habits and habitats.", "answer_id": "VmwifF2JD5osYKDTqv2ZRS", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 55, "text": "If the Beatles had never formed as a band, the music world would have been drastically different. The British Invasion of the 1960s might not have happened, or it could have happened in a much different way. The cultural impact of the Beatles, including their influence on other musicians, fashion and society, may never have existed.", "answer_id": "mUL5UPj3qDGaCriEjL2U3B", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 56, "text": "If Alan Turing had not cracked the Enigma code during World War II, the outcome of the war could have been very different. It's possible that the Allies would have eventually defeated the Axis powers, but it likely would have taken much longer and cost many more lives. With the Enigma code cracked, the Allies were able to gain a critical advantage over the Axis powers and ultimately win the war.", "answer_id": "dVdwUoVrAQJDuWxiodykiw", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 57, "text": "If the Suez Canal had never been constructed, it would have major implications for international trade and navigation. The Suez Canal is an important shipping route connecting the Mediterranean Sea to the Red Sea, which in turn connects to the Indian Ocean. This allows for a shorter and more direct route for ships traveling between Europe and Asia, reducing travel time significantly. Without the Suez Canal, ships would have to travel around the Cape of Good Hope at the southern tip of Africa, which is much more time consuming and costly. This would make international trade more difficult and expensive, and could hinder global economic growth.", "answer_id": "EiNn9jjfy7dga6xfCtLtF8", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 58, "text": "If the Maya civilization had not mysteriously collapsed, it is likely that their influence and power would have continued to grow. They would have likely continued to build large cities and monuments, develop their writing and astronomical systems, and expand their trade networks. Additionally, their advances in agriculture and water management may have led to increased food production and a larger population.", "answer_id": "eqG9f2R9hXVyZrZMpcqAYq", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 59, "text": "If Christopher Columbus had not discovered the Americas, the indigenous people of the Americas would have continued to live in relative isolation from the rest of the world. It is likely that European colonization and the consequences of that would have been delayed, leading to a different modern world. It is also possible that other Europeans would have made the voyage across the Atlantic and discovered the Americas instead.", "answer_id": "ex42CLEzDVC2TxAvMCtYQJ", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 60, "text": "If Vincent van Gogh had been successful during his lifetime, he may have been able to achieve the recognition and financial stability that he desired. He may have been able to travel and gain more exposure for his artwork, as well as connect with other like-minded individuals. He may have been able to create more artwork and expand his portfolio. He may also have been able to find a mentor or patron who could have helped him further his career.", "answer_id": "RfFANSwHeCm3Pqe2AJ86Dk", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 61, "text": "The program should read a text file line by line. It should then check each line for the specified word, counting up each time the word is found. Finally, it should output the number of occurrences of the word.", "answer_id": "nzxdtWmgQhRkHeVAanVogZ", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 62, "text": "The following Python function can be used to find the longest common subsequence of two input strings using dynamic programming:\ndef longest_common_subsequence(s1, s2):\n\"\"\"This function finds the longest common subsequence of two strings.\n\n Arguments:\n    s1 {string} -- The first string\n    s2 {string} -- The second string\n\n Returns:\n    {int} -- The length of the longest common subsequence\n\n\"\"\"\n    n1 = len(s1)\n    n2 = len(s2)\n  \n    # Creating an empty matrix to store the results\n    results = [[None]*(n2 + 1) for _ in range(n1 + 1)]\n  \n    # Initializing the first row to 0\n    for i in range(n1 + 1):\n        results[i][0] = 0\n  \n    # Filling the first row with 0\n    for i in range(n1):\n        results[i][0] = 0\n  \n    # Calculating the longest common subsequence\n    for i in range(n1 + 1):\n        for j in range(n2 + 1):\n            if (i == 0 or j == 0):\n                results[i][j] = 0\n            elif (s1[i-1] == s2[j-1] and (results[i-1][j-1] < (i-j) or results[i-1][j-1] == 0)):\n                results[i][j] = max(results[i-1][j-1] + 1, i+j)\n            else:\n                results[i][j] = 0\n  \n    return results[n1][n2]", "answer_id": "kRo6z5qmeiSM8Xz6BPJHLC", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 63, "text": "The following regular expression can be used to validate an email address in Python:\n^[a-zA-Z0-9_.+-]+@[a-zA-Z0-9-]+\\.[a-zA-Z0-9-.]+$", "answer_id": "7kj8odEE79UBdR4pT6u6TY", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 64, "text": "Here is a program to find the nth Fibonacci number using dynamic programming:\n1. Set a variable 'n' to the nth Fibonacci number.\n2. Set two other variables 'a' and 'b' to 0 and 1 respectively.\n3. Set a loop from 0 to (n-1).\n4. In the loop, set another loop from 0 to (a+b).\n5. In the inner loop, if 'a' is even and 'b' is odd, set 'a' to a+1 and 'b' to b+1.\n6. If 'a' is odd and 'b' is even, set 'a' to a-1 and 'b' to b-1.\n7. After the inner loop, set 'n' to 'a' and break out of the outer loop.\n8. Print the value of 'n'.\nThis program uses the idea of dynamic programming to compute the nth Fibonacci number. The program first sets two auxiliary variables 'a' and 'b' to 0 and 1 respectively. Then it sets a loop from 0 to (n-1). In the loop, it sets another loop from 0 to (a+b). In the inner loop, if 'a' is even and 'b' is odd, it sets 'a' to a+1 and 'b' to b+1. If 'a' is odd and 'b' is even, it sets 'a' to a-1 and 'b' to b-1. After the inner loop, it sets 'n' to 'a' and breaks out of the outer loop. Finally, it prints the value of 'n'.", "answer_id": "UULZ4GLz9j9ot7tN7x3ySD", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 65, "text": "A binary search algorithm can be used to find a specific element in a sorted array by repeatedly splitting the array in half and examining the middle element to determine whether the target element is greater than, less than, or equal to it. If the target element is found, the algorithm immediately returns the index of the element. If it isn\u2019t, the array is split in half, with one half discarded based on the comparison. The process is repeated until the element is found or the array is completely searched.", "answer_id": "Rh8P3bxSJx4p6nCZkSZBrh", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 66, "text": "Implementing a queue using two stacks in Python is relatively simple. First, you need to create two stacks, which will act as the queue. Next, you need to define an enqueue and dequeue method, which will add and remove items from the queue. Finally, you need to create an instance of the queue class and start using it.", "answer_id": "R3aYUUtY46ht4ToU8US96x", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 67, "text": "The program can be implemented using two nested for loops. The inner loop can be used to iterate through the elements of the first array, while the outer loop can be used to iterate through the elements of the second array. If the two elements being compared are the same, the program should mark those elements with a \"found\" flag and move on. Once the inner loop completes, the program should check if the \"found\" flag is set for all elements in the second array. If it is, then the common elements have been found.", "answer_id": "MQJFbH3KoFaSMmPgmK9LPa", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 68, "text": "The value of f(2) is 1.", "answer_id": "dBWqryuzG6BHRdPgrWWpbH", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 69, "text": "x = 6.", "answer_id": "W74byrCbE7XiJWjcPTZS7x", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 70, "text": "The length of the line segment is 8 units.", "answer_id": "7WC5quGKdv8hADCxWaWZ57", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 71, "text": "Yes, I can help you write a formal email to a potential business partner proposing a joint venture. Here's a template that you can use:\nSubject Line: Proposing a Joint Venture\nDear [Name],\nI am writing to propose a joint venture between our two companies. I believe that by combining our resources, we can create a powerful and profitable partnership. Our combined experience and knowledge in the industry will help us to create something unique and special.\nI am confident that our partnership will bring mutual benefits, such as increased profits and access to new markets. Please let me know if you are interested, and we can discuss the details.\nThank you for your time and consideration. I look forward to hearing from you soon.\nSincerely,\n[Your Name]", "answer_id": "AZER7D3RKZ9F9SXHiMjdqM", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 72, "text": "Yes, I can help you write a resignation letter to your current employer. The letter should be written in a polite and professional tone and should express your appreciation for the opportunities and experiences you have gained during your employment. It should also include a clear statement of your intention to resign and the date of your last day. Here is a template you can use:\nDear [Employer],\nI am writing to inform you of my intention to resign from my position as [Position], effective [date]. I have appreciated my time here and I am grateful for the opportunities and experiences I have gained during my employment. \nI thank you for your support and understanding.\nSincerely, [Your Name]", "answer_id": "MSrdDafr77UvSHCnsPMSP3", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 73, "text": "The letter of recommendation should be structured in a formal manner. Begin by introducing the student and explaining your relationship to them. Describe their qualifications, including their academic performance and relevant skills, and mention any particular accomplishments or awards they have received. Explain why the student is a strong candidate for the program and how they will make a positive contribution. End the letter by reaffirming your recommendation and offering your contact information for further questions.", "answer_id": "hxkjUkDkXhGP78Vo74B4WE", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 74, "text": "Dear valued customers, \nWe are excited to announce the launch of our new software solution \u2013 a revolutionary product designed to transform the way you do business! Our new software is an intuitive and powerful tool that can help you streamline processes, save time and money, and increase overall productivity. \nAt [Company Name], we are committed to helping you stay ahead of the competition, and we believe that our new software solution is the perfect tool to help you achieve your goals. Our experienced team of professionals has worked hard to ensure that this product meets the highest standards of quality, and we are confident that it will make a real difference for your business. \nWe invite you to join us in this journey of transformation and discover how our new software can help you achieve your vision. Sign up now and get a free demo to learn more about this revolutionary product. \nThank you for your trust and support.", "answer_id": "hv9jpG9PxeJ9AnFdNzH3Jv", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 75, "text": "mer,\nWe apologize for the delay you experienced with your order and thank you for your patience. We have identified the cause of the issue and have taken steps to ensure it does not happen again. We value your business and hope to be able to serve you better in the future.", "answer_id": "X5BVHT5pFpWxB88SzERrEG", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 76, "text": "The video will explore the history and cultural significance of jazz music. We will begin by discussing its roots in West African cultural music traditions and its journey through the 19th and 20th centuries, focusing on the key musicians, composers, and genres that have defined the genre. We will also explore the impact of jazz on popular culture, such as in film and literature, as well as its influence on other musical styles. Finally, we will examine the legacy of jazz and its continued importance today.", "answer_id": "Af2SufKwvDBriNXnZX9UoP", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 77, "text": "I have composed a travel blog post about my recent trip to Hawaii. The post includes stories from my experiences, such as hiking up a volcano and visiting a local farmers market. I also included plenty of photos to give the reader a sense of place. I highlighted some of the unique cultural experiences, such as an evening spent listening to live Hawaiian music, as well as must-see attractions, like the beautiful beaches and lush rainforests. I ended the post with a personal reflection on the trip and why it was so special to me.", "answer_id": "HVnqVdSGRwQfqSsiYxtTTn", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 78, "text": "I recently watched the science fiction movie \"The Future is Blue\" and it was an incredible cinematic experience. The movie follows the story of a scientist who travels back in time to save the world from a deadly virus. The plot was interesting and engaging, with plenty of twists and turns to keep you guessing. The characters were also well developed and likable, making it easy to get invested in their story. The special effects were stunning and added a lot of visual oomph to the movie. All in all, I highly recommend this movie - it's an exciting and thought-provoking ride from start to finish.", "answer_id": "8hcmmjzyMyhFJ8ZwqJJfvw", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 79, "text": "The podcast episode would begin by introducing the topic of how streaming platforms have changed the music industry. This would include discussing the impact of streaming services like Spotify and Apple Music on music consumption, the effect on musicians' ability to make money, and how streaming has changed the way people find and discover music. The episode would then explore the effects of streaming on the music industry from multiple angles, such as the impact on musicians and songwriters, how streaming has changed the sound of popular music, and the implications for the music industry's future. Finally, the episode would conclude by discussing how streaming has both benefited and hurt the music industry, and what the future holds for music consumption.", "answer_id": "CU6gGfJqQmwZNxEG2n2Uda", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"question_id": 80, "text": "The symphony concert was a wonderful experience. The orchestra played beautifully, with a rich and soulful sound that filled the hall. The audience was captivated, and you could feel the energy of the music in the air. The performance was a perfect balance of classic and modern pieces, and the conductor's passion was contagious. The atmosphere was festive, and the encore performance was a perfect way to end the evening. All in all, it was a brilliant concert and a delight for the ears.", "answer_id": "5SWbCoLV6NRrq5RtWQK4jp", "model_id": "alpaca-13b:v1", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
diff --git a/llava/eval/table/answer/answer_bard.jsonl b/llava/eval/table/answer/answer_bard.jsonl
new file mode 100644
index 0000000000000000000000000000000000000000..d5233419535a2821277d98ce151c0900a27bec7c
--- /dev/null
+++ b/llava/eval/table/answer/answer_bard.jsonl
@@ -0,0 +1,80 @@
+{"answer_id": "3oW4JY265ZPJGTYi2CgRYF", "model_id": "bard:20230327", "question_id": 1, "text": "Here are some tips on how to improve your time management skills:\n\n* **Set goals and prioritize your tasks.** What do you need to accomplish today, this week, and this month? Once you know what needs to be done, you can start to prioritize your tasks. Decide which tasks are most important and need to be done first.\n* **Break down large tasks into smaller, more manageable ones.** This will make them seem less daunting and help you to get started.\n* **Set deadlines for yourself and stick to them.** This will help you to stay on track and avoid procrastination.\n* **Take breaks when you need them.** Don't try to work for hours on end without taking a break. Getting up and moving around, or taking a few minutes to relax and clear your head, will help you to stay focused and productive.\n* **Don't be afraid to say no.** If you have too much on your plate, it's okay to say no to new commitments. It's better to focus on the tasks that you already have than to take on too much and end up feeling overwhelmed.\n* **Automate tasks whenever possible.** This will free up your time so that you can focus on more important things.\n* **Get organized.** This will help you to find what you need when you need it and avoid wasting time looking for things.\n* **Take care of yourself.** Make sure to get enough sleep, eat healthy foods, and exercise regularly. This will help you to stay focused and productive.\n\nTime management is a skill that takes time and practice to develop. But by following these tips, you can improve your time management skills and get more done in less time.", "metadata": {}}
+{"answer_id": "CtDuDqypbL958TQork7v54", "model_id": "bard:20230327", "question_id": 2, "text": "There are many effective ways to deal with stress. Some of the most common include:\n\n* **Exercise.** Exercise releases endorphins, which have mood-boosting effects. Aim for at least 30 minutes of moderate-intensity exercise most days of the week.\n* **Eat a healthy diet.** A healthy diet can help improve your overall mood and well-being. Make sure to eat plenty of fruits, vegetables, and whole grains.\n* **Get enough sleep.** Sleep is essential for reducing stress and improving your mood. Aim for 7-8 hours of sleep each night.\n* **Talk to someone.** Talking to a friend, family member, therapist, or counselor can help you process your thoughts and feelings.\n* **Practice relaxation techniques.** Relaxation techniques such as yoga, meditation, and deep breathing can help you calm down and manage stress.\n* **Take a break.** If you're feeling overwhelmed, take a few minutes to step away from the situation and relax. Go for a walk, listen to music, or do something else that you enjoy.\n\nIt's important to find what works best for you and to make time for these activities on a regular basis. Stress is a normal part of life, but it's important to manage it in a healthy way.", "metadata": {}}
+{"answer_id": "jqb5c6eBeyVTFo7SsqxqHA", "model_id": "bard:20230327", "question_id": 3, "text": "Here are some of the main differences between Python and JavaScript programming languages:\n\n* **Python is a general-purpose, high-level programming language, while JavaScript is a text-based, object-oriented programming language.** Python is designed to be easy to read and learn, while JavaScript is more complex.\n* **Python is dynamically typed, while JavaScript is statically typed.** This means that the type of a variable in Python can change at runtime, while the type of a variable in JavaScript is fixed at compile time.\n* **Python has a large standard library, while JavaScript does not.** The standard library contains a wide range of modules that can be used for common tasks, such as file I/O, networking, and data manipulation.\n* **Python is an interpreted language, while JavaScript is a compiled language.** This means that Python code is executed line-by-line by an interpreter, while JavaScript code is converted into machine code before it is executed.\n* **Python is used for a wide range of applications, including web development, data science, and artificial intelligence.** JavaScript is primarily used for web development, but it can also be used for other applications, such as desktop development and mobile development.\n\nUltimately, the best language for you to learn depends on your specific needs and goals. If you are new to programming, Python is a good choice because it is easy to learn and use. If you want to develop web applications, JavaScript is a good choice because it is the most popular language for front-end development.", "metadata": {}}
+{"answer_id": "P5rC8W6gTuD4aY6HR5HQj9", "model_id": "bard:20230327", "question_id": 4, "text": "Here are some tips on how to increase your productivity while working from home:\n\n* **Set up a dedicated workspace.** This will help you stay focused and avoid distractions. If you can, set up your workspace in a quiet area of your home.\n* **Start your day early.** This will give you time to get organized and tackle your most important tasks.\n* **Take breaks.** It's important to take breaks throughout the day to stretch, walk around, or get a snack. This will help you stay refreshed and focused.\n* **Avoid distractions.** This means turning off your phone, closing your email, and anything else that might take your attention away from your work.\n* **Take care of yourself.** Make sure to eat healthy, get enough sleep, and exercise regularly. This will help you stay healthy and productive.\n* **Reward yourself.** When you accomplish a task, give yourself a small reward, such as taking a break or watching a TV show. This will help you stay motivated.\n* **Communicate with your team.** Make sure to stay in touch with your team members and let them know what you're working on. This will help you stay on track and avoid duplication of effort.\n* **Set goals.** Having goals will help you stay focused and motivated. Make sure your goals are specific, measurable, achievable, relevant, and time-bound.\n* **Track your progress.** It's important to track your progress so you can see how you're doing. This will help you stay motivated and make adjustments as needed.\n* **Be patient.** Working from home can be a challenge, but it's important to be patient with yourself. It takes time to adjust to a new way of working.\n\nFollowing these tips can help you increase your productivity while working from home.", "metadata": {}}
+{"answer_id": "3uaqwfbwxtyDdqB8UVN3jM", "model_id": "bard:20230327", "question_id": 5, "text": "Quantum computing is a field of computer science that deals with the development of quantum algorithms and quantum computers. Quantum algorithms are algorithms that can be executed by quantum computers, and quantum computers are computers that can execute quantum algorithms.\n\nQuantum computing is based on the principles of quantum mechanics, which is the study of the behavior of matter and energy at the atomic and subatomic level. Quantum mechanics is a very different way of thinking about the world than classical mechanics, which is the study of the behavior of matter and energy at the macroscopic level.\n\nOne of the key concepts in quantum mechanics is superposition. Superposition means that a quantum system can exist in multiple states at the same time. For example, an electron can be in a state of superposition where it is both a wave and a particle.\n\nAnother key concept in quantum mechanics is entanglement. Entanglement means that two quantum systems can be linked together in such a way that they share the same fate, even if they are separated by a large distance.\n\nQuantum computing is still in its early stages of development, but it has the potential to revolutionize many fields, including cryptography, chemistry, and materials science.\n\nHere are some of the basics of quantum computing:\n\n* Quantum bits, or qubits, are the basic unit of information in quantum computing. Qubits can be in a superposition of states, meaning they can be both 0 and 1 at the same time.\n* Quantum gates are the basic operations that can be performed on qubits. Quantum gates can be used to create superpositions, entangle qubits, and measure qubits.\n* Quantum algorithms are algorithms that can be executed by quantum computers. Quantum algorithms can be used to solve problems that are difficult or impossible to solve with classical computers.\n* Quantum computers are computers that can execute quantum algorithms. Quantum computers are still in their early stages of development, but they have the potential to revolutionize many fields, including cryptography, chemistry, and materials science.", "metadata": {}}
+{"answer_id": "HTRJ5q97DrgzoSofxkgedz", "model_id": "bard:20230327", "question_id": 6, "text": "The main difference between plant-based and animal-based protein sources is that plant-based protein sources do not contain all nine essential amino acids, while most meat proteins do. (Most plant-based protein sources tend to lack at least 1 of the essential amino acids, although there are some that are considered complete.)\n\nAnimal proteins are considered complete proteins, meaning they contain all nine essential amino acids that the body cannot produce on its own. Plant proteins, on the other hand, are often incomplete proteins, meaning they do not contain all nine essential amino acids. However, there are some plant-based protein sources that are considered complete, such as quinoa and buckwheat.\n\nAnimal proteins also tend to be higher in saturated fat and cholesterol than plant proteins. Plant proteins are lower in saturated fat and cholesterol, and they also contain fiber, which can help to lower cholesterol levels.\n\nThere are several benefits to eating plant-based protein sources. Plant-based protein sources are often lower in calories and fat than animal protein sources. They are also a good source of fiber, which can help to keep you feeling full and satisfied. Plant-based protein sources can also help to lower cholesterol levels and reduce the risk of heart disease.\n\nThere are also some benefits to eating animal-based protein sources. Animal protein sources are a good source of B vitamins, iron, and zinc. They can also help to build muscle mass and strength. However, it is important to choose lean cuts of meat and poultry to reduce saturated fat and cholesterol intake.\n\nUltimately, the best type of protein for you depends on your individual needs and preferences. If you are looking for a diet that is low in calories and fat, plant-based protein sources are a good option. If you are looking for a diet that is high in protein and B vitamins, animal protein sources are a good option.", "metadata": {}}
+{"answer_id": "EhhyKNc3m8c9tnxm8uPfmt", "model_id": "bard:20230327", "question_id": 7, "text": "Here are some tips on how to develop your critical thinking skills:\n\n* **Be open to new ideas and information.** Don't be afraid to question everything, even your own beliefs.\n* **Be curious and ask questions.** The more you learn, the better equipped you'll be to think critically about the information you're presented with.\n* **Be skeptical of information that seems too good to be true.** If something seems too good to be true, it probably is.\n* **Be aware of your own biases.** We all have biases, but it's important to be aware of them so that they don't cloud your judgment.\n* **Be able to identify and evaluate arguments.** When you're presented with an argument, be able to identify the premises and the conclusion, and evaluate whether the premises support the conclusion.\n* **Be able to think creatively and solve problems.** Critical thinking is not just about analyzing information, but also about being able to come up with new ideas and solutions to problems.\n* **Practice regularly.** The more you practice critical thinking, the better you'll become at it.\n\nThere are many ways to develop your critical thinking skills. You can read books and articles on the subject, take classes, or even just spend time thinking about the world around you. The important thing is to be willing to learn and grow.", "metadata": {}}
+{"answer_id": "JQXPknRQd24NUPKZxi6RNf", "model_id": "bard:20230327", "question_id": 8, "text": "The education sector faces many challenges today, including:\n\n* **Funding:** Schools are often underfunded, which can lead to a lack of resources and support for students and teachers.\n* **Class size:** Classrooms are often overcrowded, which can make it difficult for teachers to give individual students the attention they need.\n* **Teacher shortages:** There is a shortage of qualified teachers in many areas, which can lead to schools hiring teachers who are not adequately prepared.\n* **Student achievement:** The achievement gap between students from different socioeconomic backgrounds persists, which means that some students are not getting the education they need to succeed.\n* **School safety:** School shootings and other acts of violence have become more common, which has made schools a less safe place for students and staff.\n* **Technology:** Technology is changing the way we learn, but it also presents new challenges for schools and educators.\n* **Charter schools and voucher programs:** Charter schools and voucher programs have become more popular in recent years, which has led to competition between public and private schools.\n\nThese are just some of the challenges that the education sector faces today. It is important to address these challenges in order to ensure that all students have access to a quality education.", "metadata": {}}
+{"answer_id": "Lb3C2xQKdLCqFj4v3rmaof", "model_id": "bard:20230327", "question_id": 9, "text": "There are many factors that influence consumer behavior, but some of the primary ones include:\n\n* **Personal factors:** These factors include a person's age, gender, income, occupation, and lifestyle. For example, a young person with a high income may be more likely to spend money on luxury items, while an older person with a lower income may be more likely to spend money on necessities.\n* **Psychological factors:** These factors include a person's motivation, perception, learning, attitudes, and beliefs. For example, a person who is motivated by a desire for self-improvement may be more likely to buy a product that they believe will help them achieve their goals.\n* **Social factors:** These factors include a person's family, friends, and social class. For example, a person who is influenced by their family may be more likely to buy a product that they believe their family will approve of.\n* **Cultural factors:** These factors include a person's culture, subculture, and social class. For example, a person who is from a culture that values luxury may be more likely to buy a product that is considered to be a luxury item.\n* **Economic factors:** These factors include a person's income, savings, and debt. For example, a person who has a high income may be more likely to buy a product that is expensive.\n\nIt is important to note that these factors are not always the same for everyone. A person's individual circumstances and preferences will also play a role in their consumer behavior.", "metadata": {}}
+{"answer_id": "DhuZJtL3jhnrsTBvDct9oV", "model_id": "bard:20230327", "question_id": 10, "text": "There are many effective strategies for conflict resolution in the workplace. Some of the most common include:\n\n* **Communication:** The first step in resolving conflict is to communicate effectively with all parties involved. This means listening to each other's perspectives, sharing your own feelings and needs, and being open to compromise.\n* **Active listening:** Active listening is a key skill in conflict resolution. It involves paying attention to what the other person is saying, both verbally and nonverbally, and trying to understand their point of view.\n* **Problem-solving:** Once you have a better understanding of the conflict, you can start to work on solutions. This may involve brainstorming ideas, negotiating compromises, or finding ways to meet everyone's needs.\n* **Time-out:** If things start to get heated, it may be helpful to take a time-out. This gives everyone a chance to cool down and collect their thoughts.\n* **Mediation:** If you are unable to resolve the conflict on your own, you may want to consider mediation. This is a process in which a neutral third party helps you and the other person to come to a resolution.\n* **Arbitration:** If mediation is unsuccessful, you may want to consider arbitration. This is a process in which a neutral third party makes a decision about how to resolve the conflict.\n\nIt is important to remember that there is no one-size-fits-all approach to conflict resolution. The best strategy will vary depending on the specific situation. However, by following these general tips, you can increase the chances of resolving conflict peacefully and effectively.", "metadata": {}}
+{"answer_id": "mDSj4BKim2eANUnEjW7xBm", "model_id": "bard:20230327", "question_id": 11, "text": "The use of single-use plastic bottles has a number of negative environmental and health implications.\n\nEnvironmentally, single-use plastic bottles contribute to the problem of plastic pollution. Every year, millions of plastic bottles end up in landfills, incinerators, or the ocean. These bottles can take hundreds of years to decompose, and they can leach harmful chemicals into the environment.\n\nHealth-wise, the use of single-use plastic bottles can increase the risk of exposure to harmful chemicals. These chemicals can leach into the water from the bottle, or they can be released into the air when the bottle is heated. Exposure to these chemicals can cause a number of health problems, including cancer, reproductive problems, and neurological problems.\n\nUsing a reusable bottle instead of a single-use plastic bottle can help to reduce the environmental and health impacts of plastic pollution. Reusable bottles are made from materials that are less harmful to the environment, and they can be used over and over again. This helps to reduce the amount of plastic waste that ends up in landfills, incinerators, or the ocean.\n\nReusable bottles are also better for human health. They do not leach harmful chemicals into the water, and they do not release chemicals into the air when they are heated. This helps to reduce the risk of exposure to harmful chemicals.\n\nOverall, using a reusable bottle instead of a single-use plastic bottle is a better choice for both the environment and human health.", "metadata": {}}
+{"answer_id": "MnkceSK7WwyXqAhbuKVYX7", "model_id": "bard:20230327", "question_id": 12, "text": "There are many factors to consider when designing an inclusive and accessible public transportation system. Some of the most important factors include:\n\n* **Accessibility**. The system must be accessible to people with disabilities, including those who use wheelchairs, mobility scooters, or other assistive devices. This means that all aspects of the system, including the vehicles, the stations, and the signage, must be designed to be accessible.\n* **Affordability**. The system must be affordable for all users, including low-income and marginalized communities. This means that the fares must be reasonable and that there must be a variety of payment options available.\n* **Convenience**. The system must be convenient to use, with frequent service and easy connections between different modes of transportation. This means that the system must be well-integrated with other transportation options, such as car sharing and bike lanes.\n* **Safety**. The system must be safe for all users, including women and children. This means that the vehicles must be well-maintained and that there must be adequate security measures in place.\n* **Sustainability**. The system must be sustainable, both environmentally and economically. This means that the system must use renewable energy sources and that it must be affordable to operate.\n\nThese are just some of the factors that must be considered when designing an inclusive and accessible public transportation system. By taking these factors into account, we can create a system that is accessible to everyone and that meets the needs of all communities.", "metadata": {}}
+{"answer_id": "EsyaBVpTN8BGbTSiFMnZUF", "model_id": "bard:20230327", "question_id": 13, "text": "Fiscal and monetary policies can be used by governments to combat economic recessions in a number of ways.\n\n* **Fiscal policy** refers to the use of government spending and taxation to influence the economy. During a recession, governments can use fiscal policy to increase demand and stimulate the economy. This can be done by increasing government spending on infrastructure, education, and healthcare. Governments can also reduce taxes to give consumers more money to spend.\n* **Monetary policy** refers to the use of interest rates and the money supply to influence the economy. During a recession, central banks can use monetary policy to lower interest rates and make it cheaper for businesses to borrow money. This can encourage businesses to invest and expand, which can create jobs and boost the economy.\n\nBoth fiscal and monetary policies can be effective in combatting economic recessions. However, the effectiveness of these policies depends on a number of factors, including the severity of the recession, the underlying causes of the recession, and the effectiveness of the policies themselves.\n\nIn recent years, there has been a debate about the best way to use fiscal and monetary policies to combat economic recessions. Some economists argue that fiscal policy should be the primary tool used to combat recessions, while others argue that monetary policy should be the primary tool. There is no single answer to this question, as the best policy approach will vary depending on the specific circumstances.\n\nHowever, both fiscal and monetary policies can be effective in combatting economic recessions, and governments should use both tools to help stimulate the economy and create jobs.", "metadata": {}}
+{"answer_id": "dX8M752A6tzqLg9KhwgG5p", "model_id": "bard:20230327", "question_id": 14, "text": "Language and cultural barriers can affect the way people communicate and form relationships in multicultural societies in a number of ways.\n\n* **Language barriers** can make it difficult for people to understand each other's words and meanings. This can lead to misunderstandings and frustration, and can make it difficult to build trust and rapport.\n* **Cultural barriers** can make it difficult for people to understand each other's values, beliefs, and customs. This can lead to misunderstandings and conflict, and can make it difficult to build strong relationships.\n* **Language and cultural barriers** can also make it difficult for people to feel comfortable and included in multicultural societies. This can lead to feelings of isolation and alienation, and can make it difficult to participate fully in the community.\n\nThere are a number of things that can be done to overcome language and cultural barriers in multicultural societies. These include:\n\n* **Learning about other cultures**. This can help people to understand and appreciate different cultures, and can make it easier to build relationships with people from other cultures.\n* **Learning about other languages**. This can help people to communicate effectively with people from other cultures, and can help to build trust and rapport.\n* **Building bridges**. This can help to bring people from different cultures together, and can help to create a more inclusive and supportive environment.\n* **Celebrating diversity**. This can help to promote understanding and appreciation for different cultures, and can help to create a more vibrant and exciting community.", "metadata": {}}
+{"answer_id": "dzwhq5XbaEBVpargyczz9B", "model_id": "bard:20230327", "question_id": 15, "text": "Artificial intelligence (AI) can be used to improve the quality and efficiency of healthcare delivery in a number of ways. For example, AI can be used to:\n\n* **Diagnose diseases:** AI-powered algorithms can be trained to analyze large amounts of medical data, such as patient records and medical images, to identify patterns that may indicate disease. This can help doctors to diagnose diseases more accurately and quickly, which can lead to better patient outcomes.\n* **Treat diseases:** AI can also be used to develop new treatments for diseases. For example, AI-powered algorithms can be used to screen large libraries of compounds for potential drug candidates. This can help to speed up the drug discovery process and bring new drugs to market more quickly.\n* **Monitor patients:** AI can be used to monitor patients for signs of disease progression or complications. For example, AI-powered algorithms can be used to analyze data from wearable devices, such as smartwatches and fitness trackers, to identify changes in heart rate, sleep patterns, and other vital signs. This can help doctors to identify problems early on and intervene before they become serious.\n* **Provide administrative support:** AI can also be used to provide administrative support to healthcare providers. For example, AI-powered chatbots can be used to answer patient questions, schedule appointments, and process insurance claims. This can free up healthcare providers to spend more time with patients and focus on providing care.\n\nOverall, AI has the potential to revolutionize healthcare delivery by improving the quality and efficiency of care. By automating tasks and providing support to healthcare providers, AI can help to free up time and resources, which can lead to better patient outcomes.", "metadata": {}}
+{"answer_id": "8zqxUtHxgtoHBkbf2bkqNW", "model_id": "bard:20230327", "question_id": 16, "text": "CRISPR-Cas9 is a gene editing technology that can be used to make precise changes to DNA. It works by cutting DNA at a specific location and then allowing the cell's natural DNA repair mechanisms to take over. This can be used to delete, add, or replace genes.\n\nCRISPR-Cas9 has a wide range of potential applications, including:\n\n* Treating genetic diseases: CRISPR-Cas9 could be used to correct genetic mutations that cause diseases such as cystic fibrosis, sickle cell anemia, and Huntington's disease.\n* Improving crop yields: CRISPR-Cas9 could be used to make crops more resistant to pests and diseases, or to increase the nutritional content of crops.\n* Creating new biofuels: CRISPR-Cas9 could be used to engineer bacteria that can produce biofuels from waste materials.\n\nHowever, CRISPR-Cas9 also raises ethical concerns, such as:\n\n* The potential to create designer babies: CRISPR-Cas9 could be used to edit the genes of human embryos, potentially creating \"designer babies\" with desired traits.\n* The potential to create genetically modified organisms (GMOs): CRISPR-Cas9 could be used to edit the genes of plants and animals, creating GMOs that some people believe could pose risks to human health or the environment.\n* The potential to create new weapons: CRISPR-Cas9 could be used to create new biological weapons that could be used to harm or kill people.\n\nIt is important to weigh the potential benefits and risks of CRISPR-Cas9 before using it.", "metadata": {}}
+{"answer_id": "WJc37t4n5PqmKKS3V4eMG2", "model_id": "bard:20230327", "question_id": 17, "text": "Vaccines work by teaching your body's immune system how to recognize and fight off a disease. When you get a vaccine, your body produces antibodies against the disease. These antibodies will stay in your blood and help protect you if you are ever exposed to the disease again.\n\nVaccinations are very effective at preventing diseases. For example, the measles vaccine is 97% effective at preventing measles, and the mumps vaccine is 88% effective at preventing mumps.\n\nVaccinations also help protect communities from infectious diseases. When a large number of people in a community are vaccinated, it makes it harder for the disease to spread. This is because even if a few people in the community are infected, the disease will not be able to spread to as many people because most people are immune. This is called herd immunity.\n\nHerd immunity is important because it can help protect people who cannot be vaccinated, such as young children, pregnant women, and people with certain medical conditions. These people are at increased risk of getting sick if they are exposed to a disease.\n\nHerd immunity can also help protect people who are vaccinated but whose immune system does not respond well to the vaccine. These people may still get sick if they are exposed to the disease, but they are less likely to get seriously ill.\n\nVaccination is one of the most important ways to protect yourself and your community from infectious diseases. If you are not sure whether you are up-to-date on your vaccinations, talk to your doctor.", "metadata": {}}
+{"answer_id": "CvVLf8FgoHywJy8j8JJ4qL", "model_id": "bard:20230327", "question_id": 18, "text": "Social media platforms have a significant influence on the way people consume and share news. They provide a platform for people to share news stories with their friends and followers, and they also allow users to curate their own news feeds. This can lead to people being exposed to a wider range of news stories than they would otherwise be, but it can also make it more difficult for them to distinguish between legitimate news sources and fake news.\n\nSocial media platforms also use algorithms to determine what news stories are shown to users. These algorithms are designed to keep users engaged on the platform, and they often prioritize news stories that are likely to get a lot of attention, such as those that are sensational or controversial. This can lead to people being exposed to a lot of news stories that are not necessarily accurate or reliable.\n\nThe spread of misinformation on social media is a serious problem. Fake news stories can be designed to look like they are from legitimate news sources, and they can spread quickly and easily on social media. This can have a significant impact on public opinion, and it can also make it more difficult for people to trust the information they see online.\n\nThere are a number of things that can be done to combat the spread of misinformation on social media. One is to educate people about how to identify fake news stories. Another is to make it easier for people to report fake news stories. And finally, social media platforms can do more to remove fake news stories from their platforms.\n\nIt is important to remember that social media is not the only way that people get news. Many people still get their news from traditional sources, such as newspapers and television. However, social media is becoming an increasingly important part of how people consume news, and it is important to understand how it is changing the way people consume and share news.", "metadata": {}}
+{"answer_id": "P5rytR6vTJjxgWxRoxT3vX", "model_id": "bard:20230327", "question_id": 19, "text": "Cultural, social, and economic factors influence people's food choices in many ways. Here are a few examples:\n\n* **Culture** plays a role in food choices by shaping what people consider to be acceptable or desirable to eat. For example, some cultures have strong taboos against eating certain foods, such as pork or beef.\n* **Social factors** such as family, friends, and peers can also influence food choices. People are more likely to eat foods that are popular among their social group.\n* **Economic factors** such as the cost of food and the availability of healthy food options can also affect food choices. People who are on a tight budget may choose to eat less expensive, less healthy foods.\n\nThis knowledge can be used to promote healthier diets by making healthy foods more accessible and affordable, and by educating people about the importance of eating a healthy diet. For example, governments can provide subsidies for healthy foods, or they can build more grocery stores in underserved communities. Schools can also teach students about nutrition and healthy eating habits.\n\nIn addition, individuals can make healthier food choices by being more mindful of the cultural, social, and economic factors that influence their decisions. For example, people can try to eat more foods that are culturally appropriate, and they can avoid foods that are not healthy simply because they are popular. People can also try to eat more healthy foods that are affordable, and they can make healthy food choices even when they are on a tight budget.\n\nBy making healthy food choices, people can improve their overall health and well-being.", "metadata": {}}
+{"answer_id": "5biCd7QRZP6rquaz8eC9Vm", "model_id": "bard:20230327", "question_id": 20, "text": "Natural selection is the process by which organisms with favorable traits survive and reproduce, passing on those traits to their offspring. This process leads to the evolution of species over time.\n\nNatural selection is based on the following principles:\n\n* Variation: There is variation within a population of organisms. This variation can be caused by genetic mutation, environmental factors, or both.\n* Differential reproduction: Not all organisms survive and reproduce equally. Some organisms are more likely to survive and reproduce than others.\n* Heredity: The traits that an organism inherits from its parents are passed down to its offspring.\n\nNatural selection can lead to the evolution of new species. For example, if a population of giraffes is living in an environment with a lot of tall trees, the giraffes with longer necks will be more likely to survive and reproduce. This is because they will be able to reach the leaves on the taller trees. Over time, the giraffes with longer necks will become more common in the population. This is an example of natural selection leading to the evolution of a new species, in this case, giraffes with longer necks.\n\nNatural selection can also lead to the adaptation of species to their environment. For example, if a population of fish is living in an environment with a lot of predators, the fish with darker colors will be more likely to survive and reproduce. This is because they will be less visible to the predators. Over time, the fish with darker colors will become more common in the population. This is an example of natural selection leading to the adaptation of a species to its environment.\n\nNatural selection is a powerful mechanism that can lead to the evolution and adaptation of species. It is a key part of the process of life on Earth.", "metadata": {}}
+{"answer_id": "363RwB6kr8nV6qFNdjXZnS", "model_id": "bard:20230327", "question_id": 21, "text": "I would introduce myself as follows:\n\n\"I am Sir [your name], a knight in the service of [your lord's name]. I have come to this banquet to pay my respects to your majesty and to enjoy your hospitality.\"\n\nI would then bow to the king or queen and take my seat at the table. If I was asked to speak, I would give a brief account of my deeds and accomplishments.\n\nI would be careful to avoid anything that could be seen as boastful or arrogant. I would also be mindful of the customs and etiquette of the time, and make sure to behave in a way that would be considered appropriate.", "metadata": {}}
+{"answer_id": "gDnYxMu5Dd52xhMqQAJaZP", "model_id": "bard:20230327", "question_id": 22, "text": "Here is what I would say to my crew to motivate them to search for hidden treasure:\n\n\"Mates, I know you're all tired and hungry, but we have a chance to find something that will make us all rich beyond our wildest dreams. There's a treasure buried out there, and I know we can find it. We just need to keep our heads up and keep searching. I believe in you, and I know you can do this. So let's get to it!\"\n\nI would also try to appeal to their sense of adventure and excitement. I would tell them about the stories I've heard of other pirates who have found great treasure, and how they have used it to live a life of luxury and adventure. I would tell them that this could be their chance to live that life too.\n\nFinally, I would try to motivate them by offering them a share of the treasure. I would tell them that if we find the treasure, they will all be rich beyond their wildest dreams. I would tell them that they will be able to buy anything they want, and that they will never have to worry about money again.\n\nI believe that if I can motivate my crew with these words, they will be more likely to search for the hidden treasure.", "metadata": {}}
+{"answer_id": "kCV5RSrnmmTyv3HA5oU38P", "model_id": "bard:20230327", "question_id": 23, "text": "If I were a Shakespearean character, I would declare my love for someone in a soliloquy by speaking from the heart and expressing my true feelings. I would use poetic language and imagery to describe my love, and I would convey the depth of my emotion. I would also be sure to include a declaration of my love, so that my beloved would know how I feel.\n\nHere is an example of how I might declare my love in a soliloquy:\n\nMy dearest, I love you with all my heart.\nYou are the sun that lights my days,\nAnd the moon that guides me through the night.\nYou are the stars that sparkle in my eyes,\nAnd the rain that washes away my tears.\nYou are the wind that fills my sails,\nAnd the earth that grounds me.\nYou are my everything,\nAnd I will love you forever.\n\nI hope this helps!", "metadata": {}}
+{"answer_id": "CTGLYNAWrWeuCYZAR9bD2r", "model_id": "bard:20230327", "question_id": 24, "text": "I would tell the child that I was once a regular person, just like them. I went to school, played games, and had friends. But one day, I got into an accident. I was hit by a car and almost died. But instead of dying, I got superpowers! I can fly, I can lift heavy things, and I can even shoot lasers out of my eyes! I use my powers to help people and make the world a better place.\n\nI would also tell the child that I was inspired by other superheroes, like Superman and Batman. They showed me that even though bad things happen in the world, there are always people who are willing to help others. I wanted to be one of those people, so I decided to use my powers to make a difference.\n\nI would hope that the child would be inspired by my story and would want to use their own powers to help others. I would tell them that even though they don't have superpowers, they can still make a difference in the world by being kind to others, helping out when they can, and standing up for what they believe in.", "metadata": {}}
+{"answer_id": "Eh5qCENdftYf9JKrBspYna", "model_id": "bard:20230327", "question_id": 25, "text": "As a time traveler from the year 3000, I would tell people about the following technological advancements:\n\n* **Dyson spheres:** Dyson spheres are theoretical megastructures that would surround a star and harness its energy. They are still in the theoretical stage, but scientists believe that they could be built in the next few centuries.\n* **Interstellar travel:** Interstellar travel is the ability to travel between stars and planets. It is currently impossible with our current technology, but scientists are working on developing new technologies that could make it possible in the future.\n* **Artificial intelligence:** Artificial intelligence (AI) is a branch of computer science that deals with the creation of intelligent agents, which are systems that can reason, learn, and act autonomously. AI has made great progress in recent years, and it is likely to continue to advance in the future.\n* **Robotics:** Robotics is the field of engineering that deals with the design, construction, operation, and application of robots. Robots are machines that can be programmed to perform a variety of tasks. They are already used in a variety of industries, and they are likely to become even more common in the future.\n* **Gene editing:** Gene editing is the ability to modify the genes of an organism. This technology has the potential to cure genetic diseases, improve crop yields, and even create new species of plants and animals.\n* **Virtual reality:** Virtual reality (VR) is a computer-generated simulation that can be similar to or completely different from the real world. VR is already being used for a variety of purposes, such as training, entertainment, and education. It is likely to become even more common in the future.\n\nThese are just a few of the technological advancements that I would tell people about. I am sure that there will be many other advancements that I cannot even imagine.", "metadata": {}}
+{"answer_id": "M6hCe8Z4JDpt75HZ5PsSWr", "model_id": "bard:20230327", "question_id": 26, "text": "Here is a possible description of the winning play in the final seconds of a championship game:\n\n\"With only seconds remaining in the game, the score is tied. The ball is on the opposing team's 40-yard line, and they have one last chance to score. The quarterback takes the snap and drops back to pass. He looks downfield and sees his wide receiver open. He throws the ball, and the wide receiver catches it in stride. He runs into the end zone for a touchdown! The crowd goes wild as the team celebrates their victory.\"\n\nThis is just one example of how a winning play in the final seconds of a championship game could be described. There are many other ways to describe the play, and the specific details of the play would depend on the specific game.", "metadata": {}}
+{"answer_id": "QCDsmbALfut5758pyiKvc5", "model_id": "bard:20230327", "question_id": 27, "text": "My signature dish is a pan-seared filet mignon wrapped in prosciutto and topped with a mushroom duxelles. It is served with a side of roasted potatoes and asparagus.\n\nThe filet mignon is cooked to perfection, and the prosciutto adds a salty, smoky flavor. The mushroom duxelles is a rich and flavorful sauce that pairs perfectly with the beef. The roasted potatoes and asparagus are a delicious and healthy accompaniment.\n\nThis dish is a true labor of love. I take great care in selecting the ingredients and preparing the dish. I want my guests to experience the best of what I have to offer.\n\nI am confident that you will enjoy this dish as much as I do. It is a perfect combination of flavors and textures that will leave you feeling satisfied.\n\nI hope you will consider my dish for your next competition. I believe it is a dish that would stand out from the competition and impress your judges.", "metadata": {}}
+{"answer_id": "NWUbhwZQCuXsuQimrjQRza", "model_id": "bard:20230327", "question_id": 28, "text": "I stand at the top of the world, my breath coming in ragged gasps. The air is thin and cold, but I don't care. I'm on top of Mount Everest, the highest point on Earth. I've made it.\n\nI look around at the vast expanse of snow and ice. The sun is just starting to rise, and the sky is a brilliant blue. The mountains around me are like giant sleeping giants.\n\nI feel a sense of awe and wonder. I've never seen anything like this before. It's so beautiful, so peaceful.\n\nI take a deep breath and savor the moment. I've worked so hard for this, and it's all worth it.\n\nI know that I'll never forget this feeling. It's the feeling of accomplishment, of reaching a goal, of overcoming adversity. It's the feeling of being alive.\n\nI turn and start my descent. I know that I'll never be able to stay at the top of the world forever. But I'll always remember this moment.", "metadata": {}}
+{"answer_id": "VYwSjZrSLW9ZSvqryyjEaB", "model_id": "bard:20230327", "question_id": 29, "text": "As a space colonist on Mars, my daily life is a constant struggle for survival. The challenges I face are many and varied, but the most pressing are the lack of oxygen, the extreme cold, and the radiation.\n\nI wake up each morning in a pressurized habitat, where I eat a quick breakfast and then get ready for the day's work. My first task is to check the air filters, as they are constantly being clogged by the dust and sand. Once that is done, I start my work on the crops. We have been able to grow some plants in the greenhouse, but they are not enough to sustain us. We are constantly on the lookout for new ways to grow food, as we know that our survival depends on it.\n\nAfter a long day of work, I return to the habitat for dinner and a few hours of relaxation. I am always tired, as the work is physically and mentally demanding. But I know that I have to keep going, as I am part of something bigger than myself. I am part of the first generation of humans to live on another planet, and that is an honor.\n\nThe challenges I face are many, but I am determined to overcome them. I know that the future of humanity depends on it.\n\nHere are some of the challenges I face as a space colonist on Mars:\n\n* **Lack of oxygen.** The atmosphere on Mars is very thin, and it contains mostly carbon dioxide. This means that I have to wear a pressurized suit whenever I go outside, and I have to bring my own oxygen with me.\n* **Extreme cold.** The average temperature on Mars is -63 degrees Celsius. This means that I have to wear multiple layers of clothing, and I have to keep my habitat heated.\n* **Radiation.** The surface of Mars is constantly bombarded by radiation from the sun and from space. This radiation can cause cancer, so I have to wear special shielding to protect myself.\n* **Dust storms.** The surface of Mars is very dusty, and there are frequent dust storms. These dust storms can block out the sun and make it difficult to breathe.\n* **Isolation.** Mars is very far away from Earth. This means that I am cut off from my family and friends, and I have to rely on my fellow colonists for support.\n\nDespite these challenges, I am determined to make a life for myself on Mars. I know that it will not be easy, but I am confident that I can overcome the challenges I face.", "metadata": {}}
+{"answer_id": "FA7PXuUbEVGKHaWpxaimy8", "model_id": "bard:20230327", "question_id": 30, "text": "I am a survivor in a post-apocalyptic world. I have been living on my own for the past few years, and I have learned to be resourceful and self-sufficient. I have a small garden where I grow my own food, and I have a few chickens that I raise for eggs. I also scavenge for food and supplies when I can.\n\nI have made a few allies in this world. There are a few other survivors who live in the area, and we help each other out when we can. We share food and supplies, and we look out for each other's safety. We are all trying to survive in this new world, and we know that we are stronger together.\n\nOne of my allies is a young woman named Sarah. She is a skilled hunter and gatherer, and she has taught me a lot about living off the land. She is also a kind and compassionate person, and she has always been there for me when I needed her.\n\nAnother one of my allies is a man named John. He is a former soldier, and he is a skilled fighter and tactician. He has taught me a lot about self-defense, and he has also helped me to develop my leadership skills. He is a loyal and trustworthy friend, and I am grateful to have him in my life.\n\nI am grateful for my allies, and I know that I am lucky to have them in my life. We are all trying to survive in this new world, and we know that we are stronger together.", "metadata": {}}
+{"answer_id": "j5EV5cZNsn9DcF6WsvXRzS", "model_id": "bard:20230327", "question_id": 31, "text": "Here are some ways to determine if a restaurant is popular among locals or mainly attracts tourists:\n\n* **Check the restaurant's website or social media pages.** If the restaurant has a lot of reviews and comments from locals, that's a good sign that it's popular among locals.\n* **Look for the restaurant's name in local publications or websites.** If the restaurant is mentioned in local newspapers or magazines, that's another sign that it's popular among locals.\n* **Ask locals for recommendations.** If you're looking for a good place to eat, ask locals for their recommendations. They're likely to know the best places to eat in their area.\n* **Look for the restaurant's location.** If the restaurant is located in a tourist area, that's a good sign that it mainly attracts tourists. However, if the restaurant is located in a residential area, that's a good sign that it's popular among locals.\n* **Look for the restaurant's atmosphere.** If the restaurant has a casual atmosphere, that's a good sign that it's popular among locals. However, if the restaurant has a formal atmosphere, that's a good sign that it mainly attracts tourists.\n\nKnowing whether a restaurant is popular among locals or mainly attracts tourists can be useful for a number of reasons. For example, if you're looking for a good place to eat that's authentic to the local culture, you'll want to find a restaurant that's popular among locals. On the other hand, if you're looking for a good place to eat that's convenient to your hotel, you'll want to find a restaurant that's popular among tourists.", "metadata": {}}
+{"answer_id": "2eAYCYmwTkPa3ejQDv8LyB", "model_id": "bard:20230327", "question_id": 32, "text": "There are a few subtle clues that suggest someone is pretending to understand a topic or conversation when they are actually confused or uninformed. Here are a few examples:\n\n* Using vague or general terms without providing any specific examples.\n* Asking questions that are already answered in the conversation.\n* Making statements that don't seem to be relevant to the topic.\n* Not making eye contact or appearing uncomfortable.\n* Fidgeting or making other nervous gestures.\n* Trying to change the subject or end the conversation quickly.\n\nIf you notice someone exhibiting these behaviors, it's possible that they are pretending to understand something they don't. If you're not sure, it's always best to err on the side of caution and ask them to clarify what they mean.", "metadata": {}}
+{"answer_id": "d562WYnhsvgJ8J6Ubitmvw", "model_id": "bard:20230327", "question_id": 33, "text": "There are a few reasons why someone might choose to use a paper map or ask for directions instead of relying on a GPS device or smartphone app:\n\n* **They may not have a smartphone or GPS device.** Not everyone has a smartphone or GPS device, especially if they are traveling to a developing country or rural area.\n* **They may not have a reliable internet connection.** Even if you have a smartphone or GPS device, you may not have a reliable internet connection to use them. This can be a problem in areas with poor cell phone reception or where internet access is expensive.\n* **They may not want to use their battery life.** Using a smartphone or GPS device can drain your battery life quickly, especially if you are using them for navigation. If you are trying to conserve battery life, you may prefer to use a paper map or ask for directions.\n* **They may prefer the tactile experience of using a paper map.** Some people simply prefer the tactile experience of using a paper map. They may find it more satisfying to fold and unfold a map, and they may find it easier to visualize their route when they can see it laid out on paper.\n* **They may prefer to interact with other people.** When you ask for directions, you are interacting with another person. This can be a good way to meet new people and learn about the local culture.\n\nIn addition, there are some specific situations where using a paper map or asking for directions may be the best option:\n\n* **If you are hiking or camping.** If you are hiking or camping in an area with no cell phone reception, you will need to use a paper map or ask for directions from other hikers or campers.\n* **If you are driving in a remote area.** If you are driving in a remote area with no cell phone reception, you will need to use a paper map or ask for directions from other drivers.\n* **If you are traveling to a country with a different language.** If you are traveling to a country with a different language, you may not be able to use a smartphone or GPS device to get directions. In this case, you will need to ask for directions from someone who speaks your language.", "metadata": {}}
+{"answer_id": "hPMvV6zL2C4qTP4mRmhJwG", "model_id": "bard:20230327", "question_id": 34, "text": "Here are some tips on how to determine if a person is genuinely interested in a conversation or simply being polite:\n\n* **Pay attention to their body language.** If they are leaning in towards you, making eye contact, and nodding their head, they are likely interested in what you have to say. If they are fidgeting, checking their phone, or looking around the room, they may not be as engaged.\n* **Listen to their questions.** If they are asking questions about you and your interests, they are likely interested in getting to know you. If they are only asking questions about the topic of the conversation, they may not be as engaged.\n* **Notice how they respond to your answers.** If they are attentively listening to your answers and asking follow-up questions, they are likely interested in what you have to say. If they are not responding to your answers or changing the topic of the conversation, they may not be as interested.\n* **Trust your gut.** If you feel like someone is not being genuine, they probably are not. If you feel like someone is genuinely interested in you and the conversation, they probably are.\n\nIt is important to remember that everyone is different and there is no one-size-fits-all answer to this question. However, by paying attention to these tips, you can get a good sense of whether someone is genuinely interested in a conversation or simply being polite.", "metadata": {}}
+{"answer_id": "npWNeKceGyqCYaRpY4w54g", "model_id": "bard:20230327", "question_id": 35, "text": "There are many reasons why someone might prefer to shop at a small, locally-owned business instead of a large chain store, even if the prices are higher. Here are a few:\n\n* **Supporting the local economy.** When you shop at a small business, more of your money stays in your community. This helps to support local jobs, schools, and infrastructure.\n* **Getting unique products.** Small businesses are often more likely to carry unique or one-of-a-kind products that you won't find at a chain store.\n* **Getting better service.** Small businesses are often more customer-oriented than chain stores. Owners and employees are more likely to take the time to get to know you and your needs.\n* **Feeling good about supporting a local family or community.** When you shop at a small business, you're supporting the dreams of a local family or community. This can give you a sense of pride and satisfaction.\n\nOf course, there are also some downsides to shopping at small businesses. The prices may be higher, and the selection may be smaller. But for many people, the benefits outweigh the costs.", "metadata": {}}
+{"answer_id": "WVuaK9m8Sedcws27tNu7Ev", "model_id": "bard:20230327", "question_id": 36, "text": "Here are some tips on how to assess the credibility of a source of information without relying solely on the reputation of the author or publisher:\n\n* **Check the source's credentials.** Does the author have any relevant experience or education? Is the publisher a reputable organization?\n* **Look for bias.** Does the source seem to be trying to push an agenda? Is it more likely to present one side of an issue than the other?\n* **Check the sources of the information.** Does the source cite any other sources? Are those sources credible?\n* **Look for errors.** Is there any evidence that the source has made any mistakes?\n* **Read the source critically.** Ask yourself if the information makes sense. Does it seem consistent with what you know about the topic?\n\nIt is important to remember that even the most reputable sources can make mistakes. It is always a good idea to do your own research and to corroborate information from multiple sources.", "metadata": {}}
+{"answer_id": "HLtTf83Y5QRP4TxX6nw5TC", "model_id": "bard:20230327", "question_id": 37, "text": "There are a few reasons why people might enjoy being scared. One reason is that it can release endorphins, which are hormones that have mood-boosting effects. Endorphins can make us feel happy and euphoric, and they can also help to reduce stress and pain.\n\nAnother reason people might enjoy being scared is that it can provide a sense of excitement and adrenaline. When we are scared, our bodies release adrenaline, which can make us feel more alert and energized. This can be a pleasurable experience for some people.\n\nFinally, some people might enjoy being scared because it allows them to experience a sense of control over their fear. When we are scared, we often feel like we are at the mercy of our emotions. However, if we are able to face our fears and overcome them, it can give us a sense of empowerment and accomplishment.\n\nOn the other hand, some people avoid scary experiences because they find them to be unpleasant. They might be afraid of feeling scared, or they might worry that they will not be able to handle the fear. Others might simply not find the experience of being scared to be enjoyable.\n\nUltimately, whether or not someone enjoys being scared is a personal preference. There is no right or wrong answer, and people should do what makes them happy.", "metadata": {}}
+{"answer_id": "Fmdtexq6QQNuoqZkZfDURY", "model_id": "bard:20230327", "question_id": 38, "text": "Observing the behavior of other people in a social situation can provide clues about cultural norms and expectations by:\n\n* **Identifying patterns of behavior.** If you see that people are all doing something in a certain way, it can be a sign that there is an unspoken rule about how to behave in that situation. For example, if you see that everyone in a restaurant is using their napkins to wipe their mouths, it can be a sign that there is an expectation that people will use their napkins to eat.\n* **Paying attention to how people react to violations of cultural norms.** If you see someone violate a cultural norm, take note of how other people react. Do they seem surprised? Angry? Upset? This can give you clues about how important the norm is to people in that culture. For example, if you see someone in a restaurant talking loudly on their phone, and other people around them seem annoyed, it can be a sign that people in that culture value quietness in restaurants.\n* **Talking to people about their culture.** If you are curious about cultural norms and expectations, you can always talk to people who are from that culture. They can tell you about the rules that they have learned and how they are expected to behave in different situations. For example, if you are visiting a country that has a different language than your own, you could talk to a native speaker of that language about how to greet people in their culture.\n\nObserving the behavior of other people in a social situation can be a helpful way to learn about cultural norms and expectations. By paying attention to patterns of behavior, how people react to violations of cultural norms, and talking to people about their culture, you can gain a deeper understanding of how people in different cultures behave.", "metadata": {}}
+{"answer_id": "WxnC69jTMkyJvcqvMCgCwY", "model_id": "bard:20230327", "question_id": 39, "text": "There is no easy answer to this question, as it is a complex and multifaceted issue. There are many factors to consider, such as the potential benefits of space exploration, the potential costs, and the ethical implications of exploring space.\n\nSome of the potential benefits of space exploration include:\n\n* Expanding our knowledge of the universe and our place in it\n* Developing new technologies that can be used to solve Earth's problems\n* Creating new industries and jobs\n* Inspiring people and motivating them to pursue their dreams\n\nSome of the potential costs of space exploration include:\n\n* The financial costs of developing and launching spacecraft\n* The environmental costs of space debris\n* The risks to human life\n* The potential for conflict between nations as they compete for resources in space\n\nThe ethical implications of exploring space are also complex. Some people believe that it is our moral duty to explore space, as it is the next frontier for humanity. Others believe that we should focus on solving Earth's problems first, before we embark on a journey into the unknown.\n\nUltimately, the decision of whether or not to explore space is a personal one. There is no right or wrong answer, and each person must weigh the potential benefits and costs before making a decision.", "metadata": {}}
+{"answer_id": "npZdTFPRqZfoqzt5YurYEL", "model_id": "bard:20230327", "question_id": 40, "text": "In a world where automation is becoming increasingly prevalent, it is important to prioritize both job creation and technological progress. Technological progress can lead to job creation by creating new industries and demand for new products and services. However, it can also lead to job destruction by automating tasks that were previously done by humans. It is important to find ways to mitigate the negative effects of automation on employment while also harnessing its potential to create new jobs.\n\nOne way to mitigate the negative effects of automation on employment is to invest in education and training so that workers can develop the skills they need to succeed in the new economy. Another way is to provide financial assistance to workers who are displaced by automation.\n\nIt is also important to create new industries and demand for new products and services that can be created by technological progress. This can be done by encouraging entrepreneurship and innovation. It is also important to invest in research and development so that new technologies can be developed that create new jobs.\n\nBy prioritizing both job creation and technological progress, we can ensure that automation has a positive impact on the economy and on society as a whole.", "metadata": {}}
+{"answer_id": "iy9aa5sqFeNA2uPQZLpxEz", "model_id": "bard:20230327", "question_id": 41, "text": "The average human blinks 15-20 times per minute, 1,200 times per hour, 28,800 times per day, 10,512,000 times a year, and 518,017,359 times in their entire lifetime.\n\nWe blink to keep our eyes moist and clean, and to protect them from foreign objects. Blinking also helps us to focus our vision.\n\nThe number of times we blink per minute varies depending on a number of factors, including our age, our activity level, and the environment we are in. For example, we tend to blink more often when we are tired or when we are exposed to bright lights.\n\nThe number of times we blink per day also varies depending on our age. For example, infants blink more often than adults, and older adults blink less often than younger adults.\n\nThe number of times we blink per year is a constant number, regardless of our age or activity level.\n\nThe number of times we blink per lifetime is a large number, but it is not an infinite number. If we lived for 100 years, we would blink an average of 518,017,359 times.", "metadata": {}}
+{"answer_id": "XAALo4GKWE3QNb7wbkWVNk", "model_id": "bard:20230327", "question_id": 42, "text": "There are approximately 10^18 atoms in a grain of salt. This number can be calculated by using the following steps:\n\n1. The atomic mass of sodium chloride (NaCl) is 58.44 g/mol.\n2. One mole contains Avogadro's number of atoms, which is 6.022 x 10^23 atoms.\n3. Therefore, the mass of one grain of salt is 58.44 x 10^-3 g.\n4. Dividing the mass of one grain of salt by the atomic mass of sodium chloride, we get the number of moles of sodium chloride in one grain of salt.\n5. Dividing the number of moles of sodium chloride by Avogadro's number, we get the number of atoms in one grain of salt.\n\nThis number is very large, and it can be difficult to comprehend. However, it is important to remember that atoms are very small, and that a grain of salt is also very small. The average grain of salt is about 0.05 mm in diameter, which is about the size of a grain of sand. Therefore, the number of atoms in a grain of salt is still relatively small compared to the size of the grain.", "metadata": {}}
+{"answer_id": "XRWjLnJNyGNMfktTvWpbRV", "model_id": "bard:20230327", "question_id": 43, "text": "There are about 8.6 million lightning strikes on Earth each day. This is based on the average number of lightning strikes worldwide every second, which is 100. \n\nLightning strikes occur when there is an imbalance between the Earth's surface and the atmosphere. The Earth's surface is negatively charged, while the atmosphere is positively charged. When these two charges come into contact, they create an electrical discharge, which is lightning.\n\nLightning strikes are most common in areas with a lot of thunderstorms, such as the tropics. They can also occur in other areas, but they are less common.\n\nLightning strikes can be dangerous, and they can cause a lot of damage. They can start fires, injure people, and even kill people. It is important to be aware of the dangers of lightning strikes and to take precautions to stay safe.", "metadata": {}}
+{"answer_id": "CHeyn9eR3u5eFq99UJ3pbB", "model_id": "bard:20230327", "question_id": 44, "text": "In the movie \"Up,\" the house is a typical American house that weighs about 10,000-25,000 kg. Helium balloons create about 10 g of lift each, so you would need at least 1,000,000 balloons to lift the house. In the film, we see an enormous collection of balloons above the house, perhaps 10 times the volume of the house. This would be about 10 million balloons, which is enough to lift the house.\n\nHowever, there are a few things to consider. First, the balloons would need to be very strong to withstand the weight of the house. Second, the house would need to be very light to be lifted by the balloons. Third, the balloons would need to be very buoyant to lift the house against the force of gravity.\n\nEven if all of these factors were met, it is still unlikely that a house could be lifted by balloons in the real world. The cost of the balloons, the time it would take to fill them, and the risk of them bursting would make it an impractical solution.", "metadata": {}}
+{"answer_id": "kfoNRLCHFucfWcxFBPoJgP", "model_id": "bard:20230327", "question_id": 45, "text": "According to Domo, 15,220,700 texts are sent every minute of every day worldwide, not including app-to-app messaging. This means that in a single minute, more than 15 million text messages are sent around the globe.\n\nThere are a few reasons why this number is so high. First, texting is a convenient and efficient way to communicate. It allows people to send quick messages to multiple people at once, and it doesn't require the sender or receiver to be available at the same time. Second, texting is a relatively inexpensive way to communicate. Most carriers offer unlimited texting plans, so people can send as many messages as they want without having to worry about running out of minutes or data. Finally, texting is a popular way to communicate with friends and family. Many people prefer to text rather than call or email, because it is a more casual and informal way to communicate.\n\nThe number of text messages sent globally is expected to continue to grow in the coming years. This is due to a number of factors, including the increasing popularity of smartphones, the growing availability of high-speed internet, and the continued development of new text messaging features.", "metadata": {}}
+{"answer_id": "A4sDEGXpWaNVA39uRsDNjB", "model_id": "bard:20230327", "question_id": 46, "text": "The number of words spoken daily on Earth is a difficult question to answer, as there are many factors that can affect the number of words spoken. However, there are some estimates that can be made.\n\nOne estimate is that the average person speaks about 7,000 words per day. This is based on a study that found that the average person speaks about 182,500 words per week. If we assume that the average person speaks for 5 days per week, then this would mean that they speak about 7,000 words per day.\n\nHowever, this is just an estimate, and the actual number of words spoken per day can vary greatly depending on the individual. Some people may speak more than 10,000 words per day, while others may speak less than 5,000 words per day.\n\nThere are a number of factors that can affect the number of words spoken per day. These include the person's occupation, their culture, and their personality. For example, people who work in sales or customer service may speak more words per day than people who work in jobs that are more solitary. People who live in cultures that are more talkative may also speak more words per day than people who live in cultures that are more reserved. And people who are more extroverted may also speak more words per day than people who are more introverted.\n\nSo, while the exact number of words spoken daily on Earth is unknown, it is estimated that the average person speaks about 7,000 words per day. This number can vary greatly depending on the individual, but it is a good starting point for estimating the number of words spoken on our planet.", "metadata": {}}
+{"answer_id": "hUAc6BCs5NuY7tS62PPXbT", "model_id": "bard:20230327", "question_id": 47, "text": "There are an estimated 1 septillion snowflakes that fall each year. A septillion is a 1 with 24 zeros after it. To put that into perspective, there are only about 8 billion people on Earth. So, there are more snowflakes that fall in a single year than there are people on the entire planet!\n\nThe number of snowflakes that fall each year depends on a number of factors, including the amount of snowfall, the temperature, and the wind. In general, areas that receive a lot of snowfall will have more snowflakes falling each year. And, of course, areas that are colder will also have more snowflakes falling.\n\nSnowflakes are formed when water droplets in the atmosphere freeze. The water droplets need something to cling to in order to freeze, such as a dust particle or a piece of ice. Once the water droplets freeze, they start to grow and form snowflakes.\n\nThe shape of a snowflake depends on the temperature and the amount of water vapor in the atmosphere. If the temperature is very cold, the snowflakes will be very small and have a simple shape. If the temperature is warmer, the snowflakes will be larger and more complex.\n\nSnowflakes are a beautiful and fascinating part of winter. They are a reminder of the beauty of nature and the power of the cold.", "metadata": {}}
+{"answer_id": "TMtjmb5tDizQ9RETRxpt2s", "model_id": "bard:20230327", "question_id": 48, "text": "The number of pages in all the books ever written is an impossible number to know with certainty. There are many factors that would affect the total, including the number of books that have been written, the average length of a book, and the number of books that have been lost or destroyed.\n\nHowever, we can make some educated guesses based on available data. For example, Google Books has indexed over 129 million books, and the average length of a book is 300 pages. This would mean that the total number of pages in all the books ever written is over 38 trillion.\n\nHowever, this number is likely an underestimate. First, it does not take into account self-published books, which are often longer than traditionally published books. Second, it does not take into account books that have been lost or destroyed.\n\nA more accurate estimate of the total number of pages in all the books ever written would be somewhere in the range of 100 trillion to 1 quadrillion pages. This is a truly staggering number, and it is difficult to imagine how many books it would take to fill such a library.\n\nBut even this number is just an estimate. The true number of pages in all the books ever written is likely much higher, and we will never know for sure.", "metadata": {}}
+{"answer_id": "AwQMPhhaJ32ByA3VjKF5Ph", "model_id": "bard:20230327", "question_id": 49, "text": "The Earth has orbited the Sun 4.543 billion times since the beginning of life. This number is based on the age of the Earth, which is 4.543 billion years old, and the time it takes for the Earth to orbit the Sun, which is 365.2422 days.\n\nThe first life on Earth is thought to have arisen about 3.8 billion years ago. This means that the Earth has orbited the Sun about 1 billion times since the first life arose.\n\nThe Earth's orbit around the Sun is elliptical, which means that it is not a perfect circle. The Earth's orbit is closest to the Sun in January and farthest from the Sun in July. This difference in distance causes the Earth's seasons.\n\nThe Earth's orbit is also tilted relative to the Sun's equator. This tilt causes the Earth's seasons to change.\n\nThe Earth's orbit around the Sun is a complex process that has been shaped by the forces of gravity, inertia, and tidal forces. The Earth's orbit is constantly changing, but it has been remarkably stable for billions of years. This stability is essential for life on Earth.", "metadata": {}}
+{"answer_id": "UCqxXfMAnqJKbApsjrPFcq", "model_id": "bard:20230327", "question_id": 50, "text": "There is no definitive answer to the question of how many songs have been recorded throughout history. However, there are a few ways to estimate this number.\n\nOne way is to look at the number of songs that have been registered with the United States Copyright Office. As of 2023, the US Copyright Office has registered over 97 million songs. However, this is likely an underestimate, as many songs are not registered with the Copyright Office.\n\nAnother way to estimate the number of songs that have been recorded is to look at the number of songs that are available for streaming on services like Spotify and Apple Music. As of 2023, Spotify has over 82 million songs in its catalog, and Apple Music has over 60 million songs. This suggests that there are at least 142 million songs that have been recorded and released to the public.\n\nHowever, this is still likely an underestimate, as many songs are not available for streaming on these services. For example, many songs are only available on physical media, such as vinyl records or CDs. Additionally, many songs are not released to the public, and are only available to be recorded by professional musicians.\n\nUltimately, the number of songs that have been recorded throughout history is likely in the billions. This is a staggering number, and it is a testament to the creativity and ingenuity of human beings.", "metadata": {}}
+{"answer_id": "YMRg5Xi9BBvvqqny2tqJZ3", "model_id": "bard:20230327", "question_id": 51, "text": "If the Internet had been invented during the Renaissance period, it would have had a profound impact on the world. The Renaissance was a time of great intellectual and cultural growth, and the Internet would have accelerated this growth. It would have allowed people to share ideas more easily, and to collaborate on projects from all over the world. It would have also helped to spread education and knowledge, and to promote understanding between different cultures.\n\nThe Internet would have also had a significant impact on the arts. It would have allowed artists to share their work more easily, and to connect with other artists from all over the world. It would have also helped to promote the arts, and to make them more accessible to the public.\n\nOverall, the Internet would have had a positive impact on the world if it had been invented during the Renaissance period. It would have accelerated the growth of knowledge and understanding, and it would have promoted the arts and culture.", "metadata": {}}
+{"answer_id": "fhr7iMPb9SVJ663mXKBuct", "model_id": "bard:20230327", "question_id": 52, "text": "If the Aztecs had successfully repelled the Spanish conquistadors, the course of history in the Americas would have been very different. The Aztecs were a powerful empire with a strong military, and their defeat by the Spanish was a major blow to the indigenous peoples of the Americas. If the Aztecs had won, they might have been able to resist the further expansion of European colonialism, and the Americas might have developed in a more independent and indigenous-centered way.\n\nHowever, it is important to note that the Aztecs were not immune to disease, and they were also facing internal political and economic problems. Even if they had defeated the Spanish, it is possible that their empire would have collapsed in the years to come.\n\nUltimately, the question of what would have happened if the Aztecs had successfully repelled the Spanish is a matter of speculation. However, it is clear that their defeat had a profound impact on the course of history in the Americas.", "metadata": {}}
+{"answer_id": "4rrmyZw9zhyJGqdrcazFvt", "model_id": "bard:20230327", "question_id": 53, "text": "The Black Death was a devastating event that had a profound impact on the course of European history. It is impossible to say for certain what would have happened if the Black Death had not occurred, but it is likely that Europe would have been a very different place.\n\nOne of the most significant effects of the Black Death was the decline of the population. Millions of people died from the plague, and many more were left weakened or orphaned. This led to a labor shortage, which had a major impact on the economy.\n\nThe Black Death also had a profound impact on society. The deaths of so many people led to a sense of despair and hopelessness. Many people turned to religion for comfort, and there was a rise in superstition and fear.\n\nThe Black Death also led to changes in the way people lived. People began to avoid crowded areas, and they took steps to prevent the spread of the plague, such as burning the bodies of the dead and avoiding contact with people who were sick.\n\nIt is impossible to say for certain what would have happened if the Black Death had not occurred, but it is clear that it had a profound impact on the course of European history.", "metadata": {}}
+{"answer_id": "Za3mY9xwxpZdPmGW48wtzu", "model_id": "bard:20230327", "question_id": 54, "text": "If Isaac Newton had focused on biology instead of physics, he might have made some important discoveries in the field of medicine. He could have studied the mechanics of the human body and how it moves, or he could have investigated the causes of disease. He might have even developed new treatments or cures for illnesses.\n\nHowever, it is also possible that Newton would not have made any significant discoveries in biology. He might have been too focused on physics to devote himself to another field. Additionally, biology is a much more complex field than physics, and Newton might not have had the same level of success in it.\n\nUltimately, it is impossible to say for sure what would have happened if Newton had focused on biology instead of physics. However, it is clear that he was a brilliant scientist with a lot to offer both fields.", "metadata": {}}
+{"answer_id": "cbAaJS9ULjR4XYSHATujSG", "model_id": "bard:20230327", "question_id": 55, "text": "It is impossible to say for certain what the world would be like without the Beatles, but it is clear that they had a profound impact on popular culture. The band's music and style were hugely influential, and their success helped to popularize rock and roll music around the world.\n\nIf the Beatles had never formed, it is possible that another band would have taken their place and become just as popular. However, it is also possible that the world would have been a very different place. The Beatles' music was often seen as a symbol of hope and optimism, and their message of peace and love resonated with many people. Without them, the world might be a darker and more cynical place.\n\nIt is also worth noting that the Beatles were not just a band. They were also cultural icons who helped to shape the way we view the world. Their fashion, their haircuts, and their language all became part of the fabric of popular culture. Without them, the world might be a more boring place.\n\nUltimately, it is impossible to say for certain what the world would be like without the Beatles. However, it is clear that they had a profound impact on popular culture, and their absence would be felt by many people.", "metadata": {}}
+{"answer_id": "ZEgb9fvopGo7HF5wPeoeHs", "model_id": "bard:20230327", "question_id": 56, "text": "If Alan Turing had not cracked the Enigma code during World War II, the Allies would have been at a significant disadvantage. The Enigma code was used by the German military to communicate securely, and it was very difficult to break. Turing's work was essential to the Allied victory, and it is likely that the war would have lasted much longer and resulted in more casualties if he had not been able to break the code.\n\nTuring's work at Bletchley Park was also important because it helped the Allies to understand the German military's plans and intentions. This information helped the Allies to make better decisions about where to deploy their troops and how to use their resources.\n\nOverall, Turing's work on the Enigma code was essential to the Allied victory in World War II. If he had not been able to break the code, the war would have lasted much longer and resulted in more casualties.", "metadata": {}}
+{"answer_id": "igMXoEiszFM65ZS2KUTvtm", "model_id": "bard:20230327", "question_id": 57, "text": "If the Suez Canal had never been constructed, it would have had a significant impact on the global economy. The canal is a major shipping route, and its absence would have forced ships to take a much longer and more expensive route around Africa. This would have made goods more expensive and slower to arrive.\n\nThe Suez Canal is also a major source of income for Egypt. The government collects tolls from ships that use the canal, and this money is used to fund important projects such as schools, hospitals, and infrastructure. If the canal had never been built, Egypt would have lost a significant source of income.\n\nThe Suez Canal is also a major symbol of Egyptian pride. The canal was built by Egyptian workers, and it is a source of national pride. If the canal had never been built, it would have been a major blow to Egyptian morale.\n\nOverall, the absence of the Suez Canal would have had a significant impact on the global economy and on Egypt. The canal is a major shipping route, a source of income for Egypt, and a symbol of Egyptian pride.", "metadata": {}}
+{"answer_id": "Up4h8RpgVVafBtUj4tiGPZ", "model_id": "bard:20230327", "question_id": 58, "text": "If the Maya civilization had never mysteriously collapsed, it is likely that they would have continued to thrive and develop. They were a highly advanced civilization with a sophisticated understanding of mathematics, astronomy, and engineering. They also had a rich culture and a strong sense of community.\n\nIf the Maya had not collapsed, they would have likely continued to expand their territory and influence. They might have even become a global power. Their advanced technology and culture would have had a profound impact on the world.\n\nHowever, it is also possible that the Maya would have eventually collapsed even if they had not experienced the sudden and mysterious decline that they did. They were a very complex civilization with a lot of interconnected parts. If one part of the system collapsed, it could have had a cascading effect on the rest of the civilization.\n\nUltimately, it is impossible to say for sure what would have happened if the Maya civilization had never collapsed. However, it is clear that they were a very advanced and influential civilization. If they had not collapsed, they would have had a profound impact on the world.", "metadata": {}}
+{"answer_id": "CMg3ypKyykGUzQsDmX7i35", "model_id": "bard:20230327", "question_id": 59, "text": "If Christopher Columbus had not discovered the Americas, it is likely that other European explorers would have eventually found the continent. However, the timing of Columbus's voyage was important, as it coincided with the beginning of the Age of Exploration. Columbus's discovery helped to spur further exploration and colonization of the Americas, which had a profound impact on the history of the world.\n\nIf Columbus had not discovered the Americas, it is possible that the continent would have remained largely unknown to Europeans for centuries. This would have delayed the development of trade and communication between Europe and the Americas, and it would have also delayed the spread of European diseases to the Americas.\n\nIt is also possible that the Americas would have been settled by other peoples, such as the Chinese or the Japanese. These civilizations had the technology and the resources to reach the Americas, and they were also interested in exploring new lands.\n\nUltimately, it is impossible to say for sure what would have happened if Christopher Columbus had not discovered the Americas. However, it is clear that his discovery had a profound impact on the history of the world.", "metadata": {}}
+{"answer_id": "WhLiJXznzRBkzxDdnc5ndX", "model_id": "bard:20230327", "question_id": 60, "text": "If Vincent van Gogh had been a successful artist during his lifetime, he would have likely sold more paintings and had a greater impact on the art world. He might have been able to support himself financially and pursue his art career without having to rely on his brother Theo for financial support. He might have also been able to travel more and experience more of the world, which would have influenced his art. \r\n\r\nHowever, it is also possible that Van Gogh's tragic story is part of the appeal of his art. His paintings are often seen as a window into his tortured soul and his passionate love of nature. If he had been successful during his lifetime, he might not have been able to create such powerful and moving works of art. \r\n\r\nUltimately, it is impossible to say for sure what would have happened if Vincent van Gogh had been a successful artist during his lifetime. However, it is clear that his tragic story has not diminished his impact on the art world. His paintings continue to be admired and loved by people all over the world.", "metadata": {}}
+{"answer_id": "Vzmhr5RMndkR866p4pUef6", "model_id": "bard:20230327", "question_id": 61, "text": "It looks like you want my help with coding, but I'm not trained to do that, yet. I can do things like summarize a long text, write an email, or even make a poem. Is there something else you would like to try?", "metadata": {}}
+{"answer_id": "jPrfhv9oaZGrkXxDUw5Vbt", "model_id": "bard:20230327", "question_id": 62, "text": "Sure, here is a Python function to find the longest common subsequence of two input strings using dynamic programming:\n\n```python\ndef lcs(s1, s2):\n  m = len(s1)\n  n = len(s2)\n  dp = [[0] * (n + 1) for i in range(m + 1)]\n\n  for i in range(1, m + 1):\n    for j in range(1, n + 1):\n      if s1[i - 1] == s2[j - 1]:\n        dp[i][j] = dp[i - 1][j - 1] + 1\n      else:\n        dp[i][j] = max(dp[i - 1][j], dp[i][j - 1])\n\n  return dp[m][n]\n```\n\nThis function uses dynamic programming to solve the problem. The idea is to first fill a table with the lengths of the longest common subsequences of all possible subsequences of the two strings. Then, we can find the longest common subsequence of the two strings by looking at the last element of the table.\n\nThe time complexity of this algorithm is O(nm), where m and n are the lengths of the two strings. The space complexity is O(mn).", "metadata": {}}
+{"answer_id": "KdZNrf6udTfCxGGcQxRbXk", "model_id": "bard:20230327", "question_id": 63, "text": "Sure, here is a regular expression in Python to validate an email address:\n\n```python\nimport re\n\nregex = '^[a-zA-Z0-9]+[\\._]?[ a-zA-Z0-9]+[@]\\w+[. ]\\w{2,3}$'\n\ndef check(email):\n    if re.search(regex, email):\n        return True\n    else:\n        return False\n```\n\nThis regular expression matches the following format:\n\n* A username, which can contain letters, numbers, and underscores.\n* The @ symbol\n* A domain name, which can contain letters, numbers, and dots.\n* The top-level domain, which must be 2-3 characters long.\n\nThis regular expression does not validate the following:\n\n* The existence of the email server.\n* The validity of the domain name.\n* The availability of the username.\n\nIf you want to validate all of these things, you will need to use a different method.", "metadata": {}}
+{"answer_id": "AFzqAfbYVL25DBqFA2cv4G", "model_id": "bard:20230327", "question_id": 64, "text": "Here is a Python program to find the nth Fibonacci number using dynamic programming:\n\n```python\ndef fib(n):\n\n    # Create a table of size n to store the Fibonacci numbers\n    dp = [0] * n\n\n    # Fill the first two elements of the table\n    dp[0] = 0\n    dp[1] = 1\n\n    # Fill the remaining elements of the table\n    for i in range(2, n):\n        dp[i] = dp[i-1] + dp[i-2]\n\n    # Return the nth Fibonacci number\n    return dp[n-1]\n\n# Driver code\nn = int(input(\"Enter the nth Fibonacci number: \"))\nprint(\"The nth Fibonacci number is\", fib(n))\n```\n\nThis program uses dynamic programming to solve the Fibonacci sequence problem. Dynamic programming is a technique that can be used to solve problems that have overlapping subproblems. In this case, the subproblems are the Fibonacci numbers. The program stores the results of previously solved subproblems in a table, and then uses that table to calculate the nth Fibonacci number.", "metadata": {}}
+{"answer_id": "Lt56JzWfXBxbvxrLf4fn3t", "model_id": "bard:20230327", "question_id": 65, "text": "Sure, here is a binary search algorithm to find a specific element in a sorted array:\n\n```python\ndef binary_search(array, low, high, x):\n    if high >= low:\n        mid = (high + low) // 2\n        if array[mid] == x:\n            return mid\n        elif array[mid] < x:\n            low = mid + 1\n        else:\n            high = mid - 1\n    else:\n        return -1\n```\n\nThis algorithm works by repeatedly dividing the search interval in half until the target value is found. The algorithm starts by comparing the target value to the middle element of the array. If they are not equal, the half in which the target cannot lie is eliminated and the search continues on the remaining half, again taking the middle element to compare to the target value, and repeating this until the target value is found. If the search ends with the remaining half being empty, the target is not in the array.\n\nThe time complexity of binary search is O(log n), where n is the number of elements in the array. This means that the algorithm takes logarithmic time to find the target value, even if the array is very large.", "metadata": {}}
+{"answer_id": "bmaShWUyEqPE6kbHD6FjLk", "model_id": "bard:20230327", "question_id": 66, "text": "Here is an implementation of a queue data structure using two stacks in Python:\n\n```python\nclass Queue:\n\n    def __init__(self):\n        self.in_stack = []\n        self.out_stack = []\n\n    def enqueue(self, element):\n        self.in_stack.append(element)\n\n    def dequeue(self):\n        if len(self.out_stack) == 0:\n            while len(self.in_stack) > 0:\n                self.out_stack.append(self.in_stack.pop())\n        return self.out_stack.pop()\n\n    def __len__(self):\n        return len(self.in_stack) + len(self.out_stack)\n\n    def __iter__(self):\n        return iter(self.in_stack)\n\n    def __contains__(self, element):\n        return element in self.in_stack\n```\n\nThis implementation uses two stacks, an `in_stack` and an `out_stack`. The `in_stack` is used to store elements that are waiting to be processed, and the `out_stack` is used to store elements that have been processed. When an element is enqueued, it is added to the `in_stack`. When an element is dequeued, it is removed from the `out_stack`. If the `out_stack` is empty, the elements in the `in_stack` are popped into the `out_stack` and the `in_stack` is emptied.\n\nThis implementation of a queue data structure using two stacks is efficient, as it uses only two data structures. It is also easy to implement and maintain.", "metadata": {}}
+{"answer_id": "hiSVom5YqSrKZKor8CjHdU", "model_id": "bard:20230327", "question_id": 67, "text": "Sure, here is a program to find the common elements in two arrays without using any extra data structures:\n\n```python\ndef common_elements(array1, array2):\n    \"\"\"Finds the common elements in two arrays.\n\n    Args:\n        array1 (list): The first array.\n        array2 (list): The second array.\n\n    Returns:\n        set: The set of common elements.\n    \"\"\"\n    # Initialize the set of common elements.\n    common_elements = set()\n\n    # Iterate through the first array.\n    for element in array1:\n        # Iterate through the second array.\n        for element2 in array2:\n            # If the elements are equal, add them to the set of common elements.\n            if element == element2:\n                common_elements.add(element)\n\n    # Return the set of common elements.\n    return common_elements\n```\n\nThis program uses a simple algorithm to find the common elements in two arrays. The algorithm first initializes a set of common elements. Then, it iterates through the first array and compares each element to each element in the second array. If an element is found in both arrays, it is added to the set of common elements. The algorithm then returns the set of common elements.\n\nThis algorithm is efficient, as it does not require any extra data structures. However, it can be slow for large arrays, as it has to compare all of the elements in the two arrays.", "metadata": {}}
+{"answer_id": "JRHeURg4TrVAgWNp5yqjFx", "model_id": "bard:20230327", "question_id": 68, "text": "To find the value of f(2), we simply substitute x=2 into the equation:\n\nf(2) = 5(2)^3 - 2(2) + 3 = 40 - 4 + 3 = 39\n\nTherefore, the value of f(2) is 39.", "metadata": {}}
+{"answer_id": "hZwFKeRYBLKihBEWSEGMYJ", "model_id": "bard:20230327", "question_id": 69, "text": "Distribute the 5 on the right-hand side of the equation:\n\n3x + 10 = 5x - 10\n\nCombine like terms:\n\n-2x = -10\n\nDivide both sides by -2:\n\nx = 5\n\nTherefore, the solution to the equation is $x=5$.", "metadata": {}}
+{"answer_id": "iG4SJq9xCKCDDtiqU3szJZ", "model_id": "bard:20230327", "question_id": 70, "text": "The length of a line segment is the distance between its endpoints. The distance formula is:\n\n$$d = \\sqrt{(x_2 - x_1)^2 + (y_2 - y_1)^2}$$\n\nwhere $(x_1, y_1)$ and $(x_2, y_2)$ are the coordinates of the endpoints. In this case, $(x_1, y_1) = (2, -2)$ and $(x_2, y_2) = (10, 4)$. Substituting these values into the distance formula, we get:\n\n$$d = \\sqrt{(10 - 2)^2 + (4 - (-2))^2} = \\sqrt{8^2 + 6^2} = \\sqrt{100} = 10$$\n\nTherefore, the length of the line segment is 10 units.", "metadata": {}}
+{"answer_id": "CjhV8cJ6UEp7Y4f3eWB6E5", "model_id": "bard:20230327", "question_id": 71, "text": "Sure, here is a sample email that you can use as a template for your own joint venture proposal:\n\nDear [Potential Partner Name],\n\nI am writing to you today to propose a joint venture between our two companies. Our two companies have been working together for many years, and we have a proven track record of success. I believe that a joint venture between our two companies would be a mutually beneficial arrangement.\n\nThe purpose of this joint venture would be to develop a new product or service that would be marketed to a specific market. We would each contribute our own unique skills and resources to the project, and we would share the profits from the venture equally.\n\nI believe that this joint venture would be a success for several reasons. First, our two companies have a strong track record of success. We have both been in business for many years, and we have both developed a loyal customer base. Second, our two companies have complementary skills and resources. We each have our own strengths and weaknesses, and a joint venture would allow us to combine our strengths to create something even greater. Finally, I believe that the market for this new product or service is growing rapidly. There is a lot of demand for this type of product or service, and I believe that we can capture a significant share of the market.\n\nI would like to meet with you to discuss this proposal in more detail. I am available to meet at your convenience. Please let me know if you are interested in discussing this further.\n\nThank you for your time and consideration.\n\nSincerely,\n[Your Name]", "metadata": {}}
+{"answer_id": "5waLH9pZsr8jVTpy67QH58", "model_id": "bard:20230327", "question_id": 72, "text": "Dear [Boss's name],\n\nI am writing to inform you of my decision to resign from my position as [Your job title] at [Company name]. My last day of employment will be [Date].\n\nI have accepted a position at another company that will allow me to [Reason for leaving]. I have enjoyed my time at [Company name] and I am grateful for the opportunities I have been given. I have learned a great deal and I am confident that the skills I have developed will be valuable in my new role.\n\nI would like to thank you for your support and guidance during my time at [Company name]. I wish you and the company all the best in the future.\n\nSincerely,\n[Your name]", "metadata": {}}
+{"answer_id": "ZV4sUNujQGS2w7Wg4jbXbf", "model_id": "bard:20230327", "question_id": 73, "text": "Dear Admissions Committee,\n\nI am writing to recommend [student name] for admission to your prestigious graduate program in computer science. I have known [student name] for [number] years, first as their undergraduate advisor at [university name] and now as their research advisor at [university name].\n\n[Student name] is an outstanding student with a strong academic record. They have consistently earned top grades in their coursework, and they have a deep understanding of the theoretical and practical foundations of computer science. [Student name] is also an accomplished researcher. They have worked on several projects that have been published in top academic journals, and they have presented their work at several prestigious conferences.\n\nIn addition to their academic and research accomplishments, [student name] is also a well-rounded individual with a strong work ethic and a commitment to service. They are a member of several student organizations, and they volunteer their time at a local homeless shelter.\n\nI have no doubt that [student name] would be an asset to your graduate program. They are a highly intelligent and motivated individual with a strong work ethic and a commitment to excellence. I highly recommend [student name] for admission to your program.\n\nSincerely,\n[Your name]", "metadata": {}}
+{"answer_id": "X94xm9m7tayWsKFNACqAG4", "model_id": "bard:20230327", "question_id": 74, "text": "Subject: Introducing our new software solution: [Product Name]\n\nBody:\n\nHi [Customer Name],\n\nWe're excited to announce the launch of our new software solution, [Product Name]. [Product Name] is a revolutionary new tool that will help you [solve a problem or improve a process].\n\nWith [Product Name], you can [list of benefits].\n\nWe've been working hard to make [Product Name] the best it can be, and we're confident that you'll love it.\n\nTo learn more about [Product Name] and to sign up for a free trial, please visit our website at [website address].\n\nWe can't wait to hear what you think!\n\nThanks,\n[Your Name]", "metadata": {}}
+{"answer_id": "EFL7fU6gnicQY6DRpHvbTK", "model_id": "bard:20230327", "question_id": 75, "text": "Dear [Customer Name],\n\nI am writing to apologize for the delay in your order. I know that you were expecting your order to arrive on [date], and I am truly sorry that it did not.\n\nThere was an issue with our shipping system that caused your order to be delayed. We have since fixed the issue and your order is now on its way to you. You should receive it within the next few days.\n\nI sincerely apologize for the inconvenience this has caused you. We value your business and we are committed to providing you with the best possible service.\n\nIf you have any questions or concerns, please do not hesitate to contact me.\n\nSincerely,\n[Your Name]", "metadata": {}}
+{"answer_id": "XJLFjCr6vgQZjEXbaMjTa6", "model_id": "bard:20230327", "question_id": 76, "text": "Sure, here is a script for a YouTube video exploring the history and cultural significance of jazz:\n\n* * *\n\n**Intro**\n\nJazz is a music genre that originated in the African-American communities of New Orleans, Louisiana, in the late 19th and early 20th centuries. Since the 1920s Jazz Age, it has been recognized as a major form of musical expression in traditional and popular music.\n\nJazz is characterized by swing and blue notes, complex chords, call and response vocals, polyrhythms and improvisation. Jazz has roots in European harmony and African rhythmic rituals.\n\n**History of Jazz**\n\nJazz has its roots in the blues, which was a form of music that originated in the American South in the late 19th century. The blues was a way for African Americans to express their pain and suffering under slavery and segregation.\n\nJazz also has its roots in ragtime, which was a form of music that originated in the United States in the late 19th century. Ragtime was a fast-paced, syncopated style of music that was often played on the piano.\n\nJazz emerged in New Orleans in the early 20th century. The city was a melting pot of cultures, and jazz was a way for people from different backgrounds to come together and express themselves.\n\nJazz quickly spread to other parts of the United States and the world. In the 1920s, jazz became popular in Europe, and in the 1930s, it became popular in Latin America.\n\n**Cultural Significance of Jazz**\n\nJazz has had a profound impact on American culture. It has been used in film, television, and advertising. It has also been used in political protests and social movements.\n\nJazz has also been a major influence on other genres of music, such as rock and roll, hip hop, and soul music.\n\n**Conclusion**\n\nJazz is a living, breathing art form that has been around for over a century. It has evolved over time, but its core elements remain the same: swing, blue notes, complex chords, call and response vocals, polyrhythms, and improvisation.\n\nJazz is a music that is constantly being reinvented by new musicians. It is a music that is constantly being reinterpreted by new listeners. And it is a music that is constantly being celebrated by new generations of fans.\n\n* * *", "metadata": {}}
+{"answer_id": "bz3rS9MRs9QmaLGg4A8a7B", "model_id": "bard:20230327", "question_id": 77, "text": "**Hawaii: A Cultural Experience of a Lifetime**\n\nHawaii is a state of the United States that is known for its beautiful beaches, lush rainforests, and stunning volcanoes. But what many people don't know is that Hawaii is also home to a rich and vibrant culture.\n\nIf you're planning a trip to Hawaii, be sure to add some cultural experiences to your itinerary. Here are a few suggestions:\n\n* Visit a luau: A luau is a traditional Hawaiian feast that includes food, music, and dancing. It's a great way to experience Hawaiian culture and cuisine.\n* Take a hula class: Hula is a traditional Hawaiian dance that tells stories through movement. It's a beautiful and graceful art form that anyone can learn.\n* Visit a museum: Hawaii has several museums that showcase the state's unique history and culture. These museums are a great place to learn about Hawaiian culture and history.\n* Go on a hike: Hawaii is home to some of the most beautiful hiking trails in the world. These hikes are a great way to experience the natural beauty of the islands.\n* Go snorkeling or scuba diving: The waters around Hawaii are home to a variety of marine life. Snorkeling or scuba diving is a great way to see this marine life up close.\n* Visit a coffee farm: Hawaii is home to some of the best coffee in the world. Visiting a coffee farm is a great way to learn about the coffee-making process and sample some of the local coffee.\n\nThese are just a few of the many cultural experiences that you can have in Hawaii. If you're looking for a truly unique and memorable vacation, be sure to add some cultural experiences to your itinerary.\n\nHere are some must-see attractions in Hawaii:\n\n* Haleakala National Park: Haleakala National Park is home to the dormant Haleakala volcano. The park is a great place to see the sunrise and hike through the rainforest.\n* The North Shore: The North Shore of Oahu is home to some of the most beautiful beaches in the world. The North Shore is also a great place to go surfing.\n* The Big Island of Hawaii: The Big Island of Hawaii is the largest of the Hawaiian Islands. The island is home to volcanoes, rainforests, and beaches.\n* Kauai: Kauai is the fourth largest of the Hawaiian Islands. Kauai is known for its beautiful scenery, including the Na Pali Coast.\n* Maui: Maui is the second largest of the Hawaiian Islands. Maui is known for its beaches, volcanoes, and rainforests.\n\nNo matter what you're interested in, Hawaii has something to offer. Whether you're looking for a relaxing beach vacation or an adventure-filled journey, Hawaii is the perfect destination.", "metadata": {}}
+{"answer_id": "kCS2ZqzKTdDpaXwu3TiFXP", "model_id": "bard:20230327", "question_id": 78, "text": "Denis Villeneuve's Dune is a visually stunning and epic sci-fi film that is sure to please fans of the genre. The film is based on the classic novel of the same name by Frank Herbert, and it tells the story of Paul Atreides, a young man who is destined to become the leader of the Fremen, a desert people who have adapted to life on the harsh planet of Arrakis.\n\nThe film's plot is complex and well-developed, and the characters are well-acted and believable. Timoth\u00e9e Chalamet gives a particularly strong performance as Paul, and he is ably supported by a talented cast that includes Rebecca Ferguson, Oscar Isaac, Josh Brolin, Zendaya, and Jason Momoa.\n\nThe film's special effects are simply stunning. The sandworms of Arrakis are particularly impressive, and the film's desert scenes are incredibly realistic. The film's score by Hans Zimmer is also excellent, and it helps to create a truly immersive experience.\n\nOverall, Dune is a must-see for fans of sci-fi and epic films. It is a visually stunning and well-crafted film that is sure to please audiences.\n\nHere are some specific examples of the film's special effects:\n\n* The sandworms of Arrakis are incredibly realistic. They are massive creatures that can swallow entire buildings, and they are a terrifying sight to behold.\n* The desert scenes of Arrakis are incredibly realistic. The film's director, Denis Villeneuve, went to great lengths to capture the harsh beauty of the desert, and the results are stunning.\n* The film's score by Hans Zimmer is excellent. It helps to create a truly immersive experience and helps to set the tone for the film's epic scope.", "metadata": {}}
+{"answer_id": "7WWWS5UhWcVzkhTypqcFU4", "model_id": "bard:20230327", "question_id": 79, "text": "Sure, here is a possible podcast script for an episode discussing the influence of streaming platforms on the music industry:\n\n**Intro:**\n\nHello and welcome to the podcast! In today's episode, we're going to be discussing the influence of streaming platforms on the music industry. Streaming platforms have become increasingly popular in recent years, and they've had a major impact on how people listen to music. In this episode, we'll discuss the pros and cons of streaming platforms, and how they're changing the music industry.\n\n**Body:**\n\nOne of the biggest benefits of streaming platforms is that they give people access to a wide variety of music. In the past, people were limited to the music that was available in their local stores or on the radio. But with streaming platforms, people can listen to anything they want, whenever they want. This has led to a more diverse and eclectic music scene, as people are exposed to new artists and genres that they might not have heard otherwise.\n\nAnother benefit of streaming platforms is that they're very convenient. You can listen to music on your phone, your computer, or your TV. You don't have to worry about carrying around CDs or MP3 players, and you can easily create playlists of your favorite songs. This convenience has made streaming platforms very popular with people of all ages.\n\nHowever, there are also some drawbacks to streaming platforms. One of the biggest problems is that they don't pay artists very much money. When you listen to a song on a streaming platform, the artist only gets a fraction of a penny. This makes it difficult for artists to make a living from their music, and it's one of the reasons why many artists are unhappy with streaming platforms.\n\nAnother problem with streaming platforms is that they can be addictive. It's easy to spend hours scrolling through your favorite songs, and this can lead to problems like sleep deprivation and anxiety. If you find yourself spending too much time on streaming platforms, it's important to take a step back and find other ways to relax and de-stress.\n\n**Conclusion:**\n\nOverall, streaming platforms have had a major impact on the music industry. They've made it easier for people to listen to music, but they've also made it more difficult for artists to make a living. It's important to be aware of the pros and cons of streaming platforms, so that you can make informed decisions about how you use them.\n\n**Outro:**\n\nThanks for listening to this episode of the podcast! We hope you found it informative and helpful. If you have any questions or comments, please feel free to leave them below. We'll see you next time!", "metadata": {}}
+{"answer_id": "QcSFqbgqLWqn96V6BvWT7B", "model_id": "bard:20230327", "question_id": 80, "text": "The Boston Symphony Orchestra gave a stunning performance of Beethoven's Symphony No. 9 in D minor, Op. 125, \"Choral,\" on Saturday night at Symphony Hall. The orchestra was in top form, and the performance was a thrilling and moving experience for the audience.\n\nThe BSO opened the concert with a lively performance of Beethoven's Symphony No. 5 in C minor, Op. 67. The orchestra played with great energy and precision, and the performance was a perfect way to set the stage for the evening's main event.\n\nAfter intermission, the BSO launched into a powerful and moving performance of Beethoven's Symphony No. 9. The orchestra played with great passion and conviction, and the performance was a truly transcendent experience. The audience was on its feet at the end of the performance, cheering and applauding for minutes on end.\n\nThe BSO's performance of Beethoven's Symphony No. 9 was a truly memorable experience. The orchestra played with great skill and artistry, and the performance was a thrilling and moving experience for the audience. If you have the opportunity to see the BSO in concert, I highly recommend it.\n\nThe overall audience experience was excellent. The hall was packed with people, and the atmosphere was electric. The audience was clearly excited to be there, and they responded enthusiastically to the orchestra's performance. The concert was a great example of the power of music to bring people together and create a shared experience.", "metadata": {}}
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+{"answer_id": "BZGowHM7L3RvtWRktKZjLT", "model_id": "gpt-3.5-turbo:20230327", "question_id": 1, "text": "Here are some tips to improve your time management skills:\n\n1. Create a schedule: Make a to-do list for the day, week or month and prioritize tasks by importance and deadline.\n\n2. Set realistic goals: Be realistic about what you can accomplish in a given amount of time. Set goals that can be achieved but are also challenging.\n\n3. Minimize distractions: Minimize distractions such as emails, phone calls, and social media notifications. Turn off notifications or use apps that block these distractions.\n\n4. Take breaks: Taking a break can help you recharge and increase productivity. Take a break every hour or so to stretch, go for a walk, or listen to some music.\n\n5. Learn to say 'no': Learn to say 'no' to tasks and requests that are not a priority or are not within your capabilities.\n\n6. Delegate tasks: If possible, delegate tasks to others who are capable of completing them. This will help to reduce your workload.\n\n7. Prioritize self-care: Make sure to take care of yourself by prioritizing self-care activities such as exercise, meditation or spending time with friends and family.\n\nRemember, time management is a skill that takes time and practice to develop.", "metadata": {}}
+{"answer_id": "GsrPLfiNEcRDYAC5aUoY23", "model_id": "gpt-3.5-turbo:20230327", "question_id": 2, "text": "Here are some effective ways to deal with stress:\n\n1. Exercise regularly: Physical activity can help reduce stress and improve mood.\n\n2. Practice relaxation techniques: Deep breathing, meditation, and yoga are some effective ways to relax and reduce stress levels.\n\n3. Get enough sleep: Lack of sleep can increase stress levels. Try to get at least 7-8 hours of sleep each night.\n\n4. Eat a healthy diet: A well-balanced diet can help reduce stress levels and improve overall health.\n\n5. Connect with others: Spending time with friends and family, joining a support group, or participating in social activities can help reduce stress levels and improve mood.\n\n6. Time management: Prioritizing tasks and creating a schedule can help reduce stress and increase productivity.\n\n7. Seek professional help: If stress is impacting your daily life, consider seeking professional help such as therapy or counseling.", "metadata": {}}
+{"answer_id": "5SGfexmPoJTWoVbPMB87KB", "model_id": "gpt-3.5-turbo:20230327", "question_id": 3, "text": "Python and JavaScript are both popular programming languages, but they differ in a number of ways:\n\n1. Programming paradigm: Python is primarily an object-oriented programming (OOP) language, while JavaScript is a multi-paradigm language that supports both functional and OOP styles.\n\n2. Syntax: Python uses indentation (whitespace) to indicate the structure of the code, while JavaScript uses curly braces.\n\n3. Typing: Python is a dynamically typed language, which means that the type of a variable is determined at runtime, while JavaScript is both dynamically and weakly typed, meaning that variable types can change at runtime and type errors may not be caught immediately.\n\n4. Application areas: Python is often used for scientific computing, data analysis, and machine learning, while JavaScript is most commonly used for web development and client-side scripting.\n\nOverall, both Python and JavaScript have their own strengths and weaknesses, and which language to use largely depends on the specific requirements of the project.", "metadata": {}}
+{"answer_id": "RcqQg364kgCkYPshqvmGSp", "model_id": "gpt-3.5-turbo:20230327", "question_id": 4, "text": "Here are some tips that can help you increase your productivity while working from home:\n\n1. Create a dedicated workspace: Pick a place where you can work undisturbed and create an environment that resembles your office.\n\n2. Set a schedule: Establish a specific working schedule and stick to it as much as possible.\n\n3. Take breaks: Take short breaks throughout the day to recharge and refocus your energy.\n\n4. Eliminate distractions: Turn off your phone notifications and avoid any unnecessary distractions.\n\n5. Make a to-do list: Prioritize your tasks in order of importance and create a to-do list.\n\n6. Get dressed: Dressing as you would for work helps put you in the right mindset for productivity.\n\n7. Challenge yourself: Set small and achievable goals and push yourself to complete them.\n\n8. Stay positive: Maintain a positive attitude towards your work, and try to avoid negativity.\n\nWith these tips, you can stay productive and enjoy the benefits of working from home.", "metadata": {}}
+{"answer_id": "3R9jAndzLHQqJwmMi5mNox", "model_id": "gpt-3.5-turbo:20230327", "question_id": 5, "text": "Certainly! Quantum computing is a type of computing that uses quantum-mechanical phenomena to process information. \n\nIn classical computing, a bit can exist in one of two states - 0 or 1. In quantum computing, a qubit can exist in a superposition of states, which means it can exist in a combination of 0 and 1 at the same time. This ability to exist in multiple states simultaneously allows for the processing of large amounts of information simultaneously and can significantly speed up certain types of computations.\n\nQuantum computers use a series of quantum gates - which are similar to the logic gates used in classical computers - to manipulate the state of the qubits, allowing for the computations to be completed. There are several different technologies used to build quantum computers, including superconducting quantum processors, trapped-ion quantum processors, and photonic quantum processors.\n\nOne of the most important applications of quantum computing is in solving problems that are intractable for classical computers. For example, quantum computers can be used to factor large numbers, which is the basis for many encryption protocols - leading to exciting possibilities in code-breaking, cryptography, and cybersecurity in the future.", "metadata": {}}
+{"answer_id": "Uw8SaYLPMGR5sdV9FDx8pb", "model_id": "gpt-3.5-turbo:20230327", "question_id": 6, "text": "Plant-based protein sources are derived from plants, including legumes, nuts, seeds, and whole grains. They tend to be lower in saturated fat, higher in fiber and several micronutrients, and have less of an impact on the environment when compared to animal-based protein sources.\n\nAnimal-based protein sources are derived from animals, including meat, dairy, and eggs. They tend to be higher in saturated fat and cholesterol, which can increase the risk of heart disease and other health problems when consumed in excess. They are also associated with a higher environmental impact.\n\nHowever, animal-based protein sources tend to be more readily absorbed and complete (containing all essential amino acids), making them a good choice for those with higher protein needs, such as athletes or individuals who have difficulty meeting their protein requirements through plant-based sources alone.", "metadata": {}}
+{"answer_id": "53gmokt2KBgKu6NMPopxcu", "model_id": "gpt-3.5-turbo:20230327", "question_id": 7, "text": "Sure, here are a few practical tips to develop critical thinking skills:\n\n1. Ask questions: Don't simply accept information at face value. Ask questions that allow you to evaluate the reason, perspective and logic behind the information.\n\n2. Analyze: Take the time to analyze and evaluate the information that you receive. This will help you to identify assumptions, biases, strengths and weaknesses of an argument.\n\n3. Consider different perspectives: When analyzing information, try to consider different perspectives to gain a wider understanding of any topic.\n\n4. Research and read extensively: Read a wide range of sources to get a better understanding of different viewpoints and opinions.\n\n5. Practice logic and reasoning: Practice thinking through problems logically by breaking them down into smaller parts.\n\n6. Establish a point of view: Consider developing an opinion or thesis statement, and then collect evidence to support that position.\n\n7. Reflect on your own thinking: Consider how you arrived at a conclusion, and whether you have any biases or assumptions that may have influenced your thinking.\n\nWith time, and practicing these skills consistently, you can become a better critical thinker.", "metadata": {}}
+{"answer_id": "bKrbrGsN7zjKLvBk2h3tvo", "model_id": "gpt-3.5-turbo:20230327", "question_id": 8, "text": "There are several major challenges faced by the education sector today, including:\n\n1. Access to Education: Many children, particularly those in developing countries, do not have access to quality education.\n\n2. Funding: Education is expensive, and many governments struggle to find the necessary funding to provide quality education to all students.\n\n3. Teacher Shortages: Many countries face a shortage of qualified teachers, which can negatively impact the quality of education.\n\n4. Technological Integration: Many schools struggle to effectively integrate technology into their classrooms, which can limit student learning and engagement.\n\n5. Student Engagement and Motivation: Getting students to engage with their learning and stay motivated can be a significant challenge for educators.\n\n6. Student Diversity: Students come from diverse backgrounds and have different learning styles, making it difficult for educators to provide a one-size-fits-all approach to teaching.\n\n7. Assessment and Evaluation: Measuring student learning and progress can be a challenge, particularly in non-standardized environments where students are assessed based on different criteria.", "metadata": {}}
+{"answer_id": "HEGL3aPUnNrdNtNt3XLDKi", "model_id": "gpt-3.5-turbo:20230327", "question_id": 9, "text": "There are several primary factors that influence consumer behavior, including:\n\n1. Personal factors - These include individual characteristics such as age, gender, income, education, personality, and lifestyle.\n\n2. Psychological factors - These include the consumer's perception of the product or service, motives, attitudes, beliefs, and values.\n\n3. Social factors - These include the consumer's family, friends, social class, culture, and reference groups.\n\n4. Situational factors - These include the physical environment, time, and mood of the consumer.\n\n5. Marketing mix factors - These include product, price, promotion, and distribution, and how they affect the consumer's decision-making process.", "metadata": {}}
+{"answer_id": "W9zpMVa2cJUJW8B2uGMCJy", "model_id": "gpt-3.5-turbo:20230327", "question_id": 10, "text": "Here are some effective strategies for conflict resolution in the workplace:\n\n1. Listen actively: Allow both parties to express their perspective without interrupting or judging them.\n\n2. Find common ground: Look for areas of agreement and shared goals between the parties.\n\n3. Identify the root cause: Determine the underlying issue that led to the conflict.\n\n4. Brainstorm solutions: Collaborate with both parties to come up with a solution that addresses their needs and interests.\n\n5. Communicate clearly: Make sure that everyone involved understands the resolution and the steps needed to move forward.\n\n6. Follow up: Check in with both parties to determine if the resolution worked and if any adjustments need to be made.\n\n7. Seek outside help if necessary: If the conflict is too complex, it may be necessary to involve a mediator or other neutral third party to facilitate the resolution process.", "metadata": {}}
+{"answer_id": "LacdmoweqKYGzt3aMBYjEa", "model_id": "gpt-3.5-turbo:20230327", "question_id": 11, "text": "Using a single-use plastic bottle has negative implications on both the environment and human health. Here are some of the potential consequences:\n\n1. Environmental Implications: Single-use plastic bottles contribute to plastic pollution in the environment. These bottles take thousands of years to decompose, and they pose a severe threat to wildlife, especially marine life. They often end up in oceans, rivers, and other water bodies, where they harm marine animals by entangling them or being ingested. It also contributes to the depletion of natural resources, as these bottles are typically made from non-renewable fossil fuels.\n\n2. Human Health Implications: There are potential health implications for both consumers and workers involved in the production and disposal of single-use plastic bottles. The production of these bottles releases toxic chemicals that can harm the environment and the workers involved. Ingesting plastic particles can also affect human health, resulting in hormonal imbalances and other negative health impacts.\n\nIn contrast, using a reusable bottle has several positive implications:\n\n1. Environmental Benefits: Reusable bottles can reduce plastic waste and help conserve natural resources. They reduce the number of disposable bottles that end up in landfills and oceans, helping reduce plastic pollution.\n\n2. Health Benefits: Using a reusable bottle helps to reduce the exposure to harmful chemicals associated with plastic production, as well as reducing the potential health impact of ingesting plastic particles.\n\nOverall, using a reusable bottle is better for the environment, wildlife, and human health. It is a more sustainable and responsible choice that supports efforts to conserve natural resources and reduce plastic waste.", "metadata": {}}
+{"answer_id": "JqVreebbPuNdjw8E8K4Ssf", "model_id": "gpt-3.5-turbo:20230327", "question_id": 12, "text": "There are several factors that should be considered when designing an inclusive and accessible public transportation system, including:\n\n1. Physical accessibility: ensuring that transportation infrastructure, such as bus stops or train stations, are physically accessible to people with disabilities or mobility impairments, with features such as ramps, elevators, and tactile paving.\n\n2. Signage and wayfinding: providing clear, visible and easy-to-read signs, maps, and audio announcements that help passengers navigate the system and find their way around.\n\n3. Sensory inclusivity: designing the system with the needs of passengers who have sensory sensitivities or disabilities in mind, such as minimizing noise levels from trains or buses and providing calming spaces.\n\n4. Universal Design: adopting universal design principles and practices, making sure that the system is designed to be user-friendly for all, regardless of ability or disability.\n\n5. Employee training and awareness: ensuring that staff, including drivers, are properly trained and have the necessary knowledge to assist passengers with disabilities or other accessibility needs.\n\nOther factors to consider may include affordability, availability, reliability, and safety in order to provide a comprehensive and inclusive transportation system for all.", "metadata": {}}
+{"answer_id": "hEMThhsN85Ud5X8xBv9BZJ", "model_id": "gpt-3.5-turbo:20230327", "question_id": 13, "text": "Governments typically use a combination of fiscal and monetary policies to combat economic recessions.\n\n1. Fiscal policies: \n\nFiscal policies refer to the government's decisions related to taxes and government spending. In a recession, governments can use fiscal policies to boost economic activity by:\n\n- Increasing government spending: Governments can increase spending on infrastructure projects, social welfare programs, and other public projects to create jobs and stimulate economic activity.\n\n- Cutting taxes: Reducing taxes, particularly for low- and middle-income households, can boost consumer spending and encourage businesses to invest and create new jobs.\n\n- Providing subsidies: Governments can provide subsidies to businesses and industries in order to encourage investment and growth. \n\n2. Monetary policies: \n\nMonetary policies refer to the management of the money supply and interest rates. In a recession, governments can use monetary policies to stimulate economic activity by:\n\n- Lowering interest rates: Lower interest rates can make borrowing cheaper and businesses may be more likely to invest in new projects and hire workers.\n\n- Quantitative easing: Central banks can engage in quantitative easing by purchasing government bonds or other assets, which can increase the money supply and stimulate economic activity.\n\nOverall, the goal of both fiscal and monetary policies is to inject demand into the economy and get people and businesses spending and investing again in order to help lift the economy out of recession.", "metadata": {}}
+{"answer_id": "BvFV7sx53PAK5bNn89urFs", "model_id": "gpt-3.5-turbo:20230327", "question_id": 14, "text": "Language and cultural barriers can have a significant impact on communication and relationships in multicultural societies. \n\nIn terms of language barriers, individuals who do not share a common language may find it difficult to communicate effectively. This can lead to misunderstandings, miscommunications, and frustrations in trying to convey their thoughts and feelings. Language barriers can also make it challenging to establish trust and build strong relationships, as people may feel hesitant to share personal information or express their opinions if they are unable to do so fluently in a shared language.\n\nCultural barriers can also play a role in shaping communication and relationships. People from different cultural backgrounds may have different beliefs, values, and norms around topics such as social interaction, personal space, and nonverbal communication, among others. These cultural differences can create confusion or misunderstandings that can impact communication and relationships.\n\nHowever, it's important to note that language and cultural barriers do not need to be insurmountable obstacles. Through efforts such as language classes, cultural exchange programs, and sensitivity training, individuals can learn to navigate these differences and build stronger relationships across cultures.", "metadata": {}}
+{"answer_id": "dM5GHbLuPNfzUbBnJz6w7K", "model_id": "gpt-3.5-turbo:20230327", "question_id": 15, "text": "Sure, here is one possible scenario:\n\nImagine a hospital that uses AI-powered chatbots to assist patients with their medical inquiries quickly and accurately. When patients arrive at the hospital for appointments, they could interact with the chatbot on their smartphones or on a tablet provided in the waiting area.\n\nThe chatbot could ask patients a series of questions to understand their symptoms or medical condition. It could then provide basic medical advice, schedule a doctor's appointment, order lab tests or prescription refills, or refer patients to specialists as required.\n\nBy using AI, the hospital could improve the quality and efficiency of healthcare delivery in several ways. The chatbot could triage patients based on their symptoms and urgency, reducing the burden on doctors and nurses to answer basic inquiries. This would free up medical staff to focus on more complex cases, leading to improved patient outcomes and satisfaction.\n\nMoreover, by automating routine tasks such as scheduling appointments, ordering lab tests or refilling prescriptions, hospitals could improve their operational efficiency and reduce costs. This would lead to better resource allocation, less waiting time for patients, and ultimately a more satisfied patient population.\n\nOverall, by leveraging AI for patient triage and routine tasks, care providers could offer more targeted and personalized care, while reducing the burden on medical staff and improving the efficiency of healthcare delivery.", "metadata": {}}
+{"answer_id": "BX7maaP5kGY6bBTLJRwkit", "model_id": "gpt-3.5-turbo:20230327", "question_id": 16, "text": "Gene editing is a process of changing the DNA of an organism in order to alter its traits. CRISPR-Cas9 is a gene editing technology that has revolutionized the field of genetic engineering. In this technique, the Cas9 enzyme is guided by a molecule called guide RNA (gRNA), which is programmed to recognize and cut specific sequences of DNA. This cut then triggers the cell\u2019s natural DNA repair mechanism, leading to the addition, deletion, or replacement of specific DNA sequences.\n\nCRISPR-Cas9 has a wide range of potential applications, including the ability to cure genetic diseases, develop new treatments for cancer, and create new crop varieties with improved yield and resistance to pests and disease. It can also be used to enhance human traits, such as intelligence or physical performance, which raises ethical concerns about the potential for eugenics.\n\nOne of the main ethical concerns associated with CRISPR-Cas9 is the risk of unintended consequences. Gene editing can have unforeseeable impacts on the environment and future generations, which could lead to potentially harmful and irreversible effects. There are also concerns about the potential misuse of gene editing technology for unethical purposes, such as creating designer babies or enhancing traits for non-therapeutic purposes.\n\nAnother ethical consideration is the issue of access and equity. CRISPR-Cas9 is an expensive technology, and its use could widen the gap between the haves and the have-nots, with potentially devastating consequences for global health and social justice.\n\nIn conclusion, while the potential benefits of CRISPR-Cas9 are immense, its ethical implications are complex and multifaceted. Careful consideration and regulation of its use will be required to maximize its benefits, while minimizing its potential risks and harms.", "metadata": {}}
+{"answer_id": "STuX8oc7Gu3SN6EWzwpUpp", "model_id": "gpt-3.5-turbo:20230327", "question_id": 17, "text": "Vaccinations work by introducing a weakened or deactivated form of a virus or bacteria into the body, which triggers the immune system to create a defense against it. This defense, in the form of antibodies, allows the immune system to recognize and destroy the actual virus or bacteria if a person is exposed to it later on. By receiving the vaccine, individuals become immune to the disease without having to experience its symptoms.\n\nWhen a large percentage of a population is vaccinated against a particular disease, it becomes difficult for the disease to spread because there are fewer people who can catch and transmit it. This concept is called herd immunity. Herd immunity protects individuals who cannot receive vaccines, such as those with weakened immune systems, and those for whom vaccines are not effective. It also helps prevent the spread of infectious diseases in the community at large, making outbreaks less likely to occur.", "metadata": {}}
+{"answer_id": "TFUUXWS7yn2u2b4n7eM3ZB", "model_id": "gpt-3.5-turbo:20230327", "question_id": 18, "text": "Social media platforms play a significant role in the way people consume and share news. They have revolutionized the distribution of news by providing instant access to real-time happenings around the world. Social media platforms promote the democratization of information, providing a platform where everyone can share their opinions, thoughts, and ideas.\n\nHowever, the downside to social media platforms is the implications they create for the spread of misinformation. Since everyone can share information, it is often challenging to verify the accuracy and relevance of the information presented online. It's also difficult for readers to identify credible sources of information and, thus, the authenticity of the news.\n\nThe spread of misinformation has grave implications for society, as it can significantly impact public opinion, harm reputations, and even incite violence. As a result, social media platforms have a responsibility to control the spread of false information and misinformation.\n\nConclusion\n\nIn conclusion, social media platforms play a critical role in the distribution of news. While the democratization of information is a fantastic feat, the spread of misinformation is an on-going challenge, inhibiting the accurate distribution of news. Social media platforms must take accountability and act to address the issue of misinformation by creating control mechanisms to contain the problem.", "metadata": {}}
+{"answer_id": "3yRq2XXPi83H7Rr5SZS9rE", "model_id": "gpt-3.5-turbo:20230327", "question_id": 19, "text": "Cultural, social, and economic factors are among the most important factors that influence people's food choices. Cultural factors refer to the customs, beliefs, and traditions that people have when it comes to the foods they eat. Social factors include peer pressure, advertising, and media. Economic factors include cost, availability, and accessibility.\n\nFor example, some cultures emphasize the consumption of large amounts of meat and animal products as a sign of wealth and prosperity. In such circumstances, it can be challenging to promote healthier diets that focus on plant-based sources of protein.\n\nSimilarly, social factors like advertising can influence people's food choices by promoting unhealthy food options that are high in sugar, salt, and fat. These foods tend to be cheap and readily available, making them an attractive option for people who are cost-conscious.\n\nFinally, economic factors affect food choices by limiting access to healthy foods in certain areas or pricing them out of reach for many people.\n\nTo promote healthier diets, it is crucial to understand these cultural, social, and economic factors and address them through education, policy changes, and community-based interventions. For example, raising awareness of the benefits of a plant-based diet, imposing taxes on unhealthy foods, and increasing funding for community gardens and farmers' markets can help encourage healthier food choices. Additionally, working with local businesses and restaurants to provide healthier, affordable meal options can also have a significant impact on improving population health.", "metadata": {}}
+{"answer_id": "Sw34dAwQPCfGGotwRwhvtv", "model_id": "gpt-3.5-turbo:20230327", "question_id": 20, "text": "Sure, here\u2019s an explanation:\n\nNatural selection is the process through which certain traits or characteristics become more common in a population over time, because individuals with those traits are more likely to survive and reproduce. This process contributes to the evolution and adaptation of species.\n\nHere\u2019s how it works: Within a population, there is genetic variation \u2013 some individuals will have different traits, such as size, color, or behavior. In environments with limited resources or where there are predators, individuals with certain advantageous traits are better suited to survive, find resources, and avoid danger. These individuals are more likely to reproduce and pass on their advantageous traits to their offspring. Over time, this process results in the spread and eventual dominance of those advantageous traits in the population. This is the essence of natural selection.\n\nAs a result, natural selection is an important driver of evolution and adaptation of species to their environments. Through natural selection, advantageous traits become more common and disadvantageous ones become less common, leading to the emergence of new species or the modification of existing ones.", "metadata": {}}
+{"answer_id": "cZw4Jw8Zyz6ZUy4WDsC6ta", "model_id": "gpt-3.5-turbo:20230327", "question_id": 21, "text": "Greetings, noble lords and ladies. I am Sir [Name], a humble knight in service to this great kingdom. It is an honor to be in the presence of such esteemed company, and I am grateful for the opportunity to share in this feast with all of you. I have served my lord with valor and courage, and I pledge to continue to defend and protect this land with my life and sword. May our cups overflow and our merriment be endless on this joyous occasion.", "metadata": {}}
+{"answer_id": "nj9y2HTWFGsD5B278ozm73", "model_id": "gpt-3.5-turbo:20230327", "question_id": 22, "text": "Ahoy, my fellow pirates! As we set sail in search of treasure, let us remember the thrill of adventure and the rewards that await us. There are riches beyond our wildest dreams waiting to be discovered, and we are the brave souls who will claim them. Each of us has a role to play in this mission, whether it be navigating, scouting, or fighting. Together, we will overcome any obstacle in our path and emerge victorious, with treasure beyond measure. So, let us hoist the sails and set course for glory!", "metadata": {}}
+{"answer_id": "Ep9rLcNzEGhG7AgbLTpRtm", "model_id": "gpt-3.5-turbo:20230327", "question_id": 23, "text": "Oh, my dearest love, my heart doth beat\n\nWith every step thou tak'st, my soul doth meet\n\nA sudden warmth, a new and fiery thrust\n\nThat fills my being with an ardent lust.\n\nThou art the sun that lights my every day\n\nThe moon that guides me on my nightly way\n\nThou art the very air that I do breathe\n\nThou art the one for whom my heart doth cleave.\n\nSo hear me now, ye gods above\n\nAnd witness to this heartening love\n\nThat I do feel, with all my heart\n\nFor her, my love, the fairest art.", "metadata": {}}
+{"answer_id": "oNULT72cYUvit7D9SHb5aM", "model_id": "gpt-3.5-turbo:20230327", "question_id": 24, "text": "Well, little one, my origin story begins with an ordinary person like you or me. One day, something extraordinary happened that changed my life forever. For me, it was an accident that infused me with amazing powers.\n\nAt first, I wasn't sure what to do with my new abilities, but I knew I wanted to use them to help people. So, I put on a costume and became a superhero. Every day, I use my powers to fight crime, protect the innocent, and make the world a better place.\n\nBut the most important thing to remember is that anyone can be a hero, even if they don't have powers. All you need is the courage to do what's right and help those in need.", "metadata": {}}
+{"answer_id": "TX86xjPKTk2UxWwV4e8zRK", "model_id": "gpt-3.5-turbo:20230327", "question_id": 25, "text": "As a time traveler from the year 3000, I would tell people about the following technological advancements:\n\n1. Advanced Artificial Intelligence: In the future, AI is so advanced that it can completely automate many jobs that humans currently do. This has resulted in increased productivity and efficiency across many industries.\n\n2. Quantum Computing: Quantum computers are used extensively in the future and have led to huge advancements in fields like physics, chemistry, and cryptography.\n\n3. Space Travel: With new propulsion systems and faster-than-light travel, space travel is much faster and more accessible to the general public. We have even established a permanent settlement on Mars, and plans are underway for further exploration and colonization of the galaxy.\n\n4. Renewable Energy: Energy production has shifted primarily to renewable sources like solar and wind, with new breakthroughs in energy storage and distribution making it easier to power societies without relying on fossil fuels.\n\n5. Medical Advancements: With gene editing and advanced prosthetics, people are able to live much longer and healthier lives. Diseases like cancer and Alzheimer's have been largely eradicated, and there are even experimental treatments that can reverse the aging process.\n\nThese technological advancements have transformed society in countless ways, and I believe they will continue to shape the course of human history for years to come.", "metadata": {}}
+{"answer_id": "e5YFb6PojDThkcZdSH8kpC", "model_id": "gpt-3.5-turbo:20230327", "question_id": 26, "text": "It's the final moments of the championship game and the score is tied. The tension in the arena is palpable as both teams desperately try to secure the victory.\n\nWith just seconds left on the clock, the ball is in the hands of the star player. He looks up and sees an opening in the defense.\n\nHe makes a quick cut to the right and drives towards the basket. The defense tries to keep up, but he's too quick. \n\nAs he jumps into the air, he releases the ball with perfect form. It floats through the air, seemingly in slow motion, before finding its way into the basket.\n\nThe crowd erupts in cheers as the buzzer sounds, signaling the end of the game. The team rushes onto the court, hugging and high-fiving each other in celebration of their victory.\n\nThe winning shot will go down in history as one of the greatest moments in sports, and the championship trophy will be proudly displayed in their locker room for years to come.", "metadata": {}}
+{"answer_id": "NnkbyoNFRHay4toKTFfaeE", "model_id": "gpt-3.5-turbo:20230327", "question_id": 27, "text": "Welcome, esteemed judges. I'm excited to present my signature dish, which has been inspired by my travels and memories from my childhood. This dish is a fusion of flavors and ingredients that create a unique and unforgettable experience for your taste buds.\n\nMy dish starts with a perfectly seared and succulent piece of protein - tender Wagyu beef, which has been marinated with a special blend of spices, and cooked to medium-rare perfection. The beef is then served on a bed of exotic mushrooms, braised in a rich red wine sauce, with hints of tangy tomato and sweet caramelized onions.\n\nBut that's not all - to balance out the richness of the beef and the savory flavors of the sauce, I've added a bright and zesty salad, which features Japanese seaweed, picked sesame seeds, and a delicate yuzu dressing. And finally, to bring it all together, a dash of my secret spice blend, which ties all the flavors together.\n\nThis dish is like a journey that takes you from the earthy flavors of the beef and mushrooms to the vibrant freshness of the salad, and leaves you with a satisfying warmth and lingering sweetness from the savory wine sauce. Judges, I hope you enjoy my signature dish as much as I enjoyed creating it!", "metadata": {}}
+{"answer_id": "Gpb8MuNU3Pt7k93dpRN9WM", "model_id": "gpt-3.5-turbo:20230327", "question_id": 28, "text": "I'm sorry, but as an AI language model, I am not capable of reaching the summit of a mountain, experiencing emotions or seeing the view from the top. However, I can provide details about the summit of Mount Everest based on information available to me. \n\nStanding at the summit of Mount Everest, the highest peak in the world at an elevation of 29,029 feet, would be an incredible feat for any climber. The ascent to the top of this majestic mountain is challenging, dangerous and requires physical and mental preparation. The weather on the summit is unpredictable, and the oxygen is thin, making it difficult to breathe. But with that being said, the view from the summit is said to be breathtaking, with a panoramic view of the Himalayas and the surrounding landscape that stretches out for miles below. The sense of accomplishment and pride in achieving such a difficult climb would undoubtedly be an emotional experience for any mountain climber.", "metadata": {}}
+{"answer_id": "SYvkCCHBUZPd9DQuidZM8K", "model_id": "gpt-3.5-turbo:20230327", "question_id": 29, "text": "As a space colonist on Mars, my daily life would be vastly different from life on Earth. Some of the main challenges I would face living on another planet are:\n\n1. Limited Resources: One of the primary challenges of living on Mars would be the scarcity of resources such as food, water, and oxygen. As a Mars colonist, I would have to rely on recycling and sustainable practices to make the most of the resources available.\n\n2. Communication Delays: As Mars is quite far from Earth, communication delays between the two planets would be significant. This would make real-time communication difficult, and we would have to rely on automated systems or pre-planned communication schedules.\n\n3. Extreme Environment: The Martian environment is harsh and hostile, with high levels of radiation, extreme temperature fluctuations, and violent dust storms. Living in such an environment would require advanced protective gear and equipment, as well as being always prepared to handle emergency situations.\n\n4. Monotony: Mars would not have the diverse range of plant and animal life we have on Earth. The monotony of the daily routine, the lack of variety in the environment, and the isolation could lead to increased stress levels and mental health issues.\n\nDespite the many challenges, living on Mars could also be exhilarating and full of opportunities to explore and study a new world. My daily life would include conducting scientific experiments, studying the Martian landscape, maintaining the habitats and equipment, and possibly even going on spacewalks or exploring the planet's surface. We would have to work together as a close-knit team to ensure our survival, and our work would contribute to a better understanding of our universe and our place in it.", "metadata": {}}
+{"answer_id": "NjdsG8tYfrHMT5zGZPavk6", "model_id": "gpt-3.5-turbo:20230327", "question_id": 30, "text": "I am a survivor in a post-apocalyptic world, where resources are limited and danger lurks around every corner. To survive, I rely on my cunning, resourcefulness, and connections.\n\nMy first ally was a fellow survivor named Jake. We met fortuitously when we both stumbled upon the same abandoned warehouse, both seeking shelter for the night. After a long and tense standoff, we decided to share the space and split the resources we had scrounged up. We quickly became friends, relying on each other for survival and companionship.\n\nAs we made our way through the wasteland, we met other survivors, some friendly and some not. I learned that trust was a luxury I couldn't afford, and that my instincts would have to guide me in all my interactions.\n\nOne of our most valuable allies was a woman named Eva, who had managed to survive on her own for years. She taught us how to scavenge for food, how to make weapons out of scraps, and how to avoid danger on the road.\n\nThough our group often faced challenges and setbacks, we persisted, relying on each other for survival in a world where simple existence was a triumph. And as we journeyed together, we learned that the bonds forged in such extreme circumstances were unbreakable, and that together we had a fighting chance.", "metadata": {}}
+{"answer_id": "8eovAhyvrKJEMWiVdYzByH", "model_id": "gpt-3.5-turbo:20230327", "question_id": 31, "text": "There are a few ways to determine if a restaurant is popular among locals or mainly attracts tourists:\n\n1. Look for reviews online from local residents. If a restaurant has a high number of reviews from locals and they are generally positive, it's a good indication that it's popular among residents.\n\n2. Observe the clientele while visiting the restaurant. If you notice a lot of tourists, especially those who are carrying guidebooks and taking photos of the food, it's likely that the restaurant is more of a tourist destination.\n\n3. Talk to the staff if possible. They may be able to give you some insight into the restaurant's clientele and whether they tend to be more locals or tourists.\n\nKnowing whether a restaurant is popular among locals or mainly attracts tourists can be useful for a few reasons. If you are a tourist, you may be looking for a more authentic local experience and want to avoid restaurants that are primarily geared towards tourists. On the other hand, if you are a local resident, you may be interested in trying out new restaurants that are popular among your peers. Additionally, if you are a business owner looking to open a restaurant, this information can be helpful in determining the restaurant's target market and marketing strategy.", "metadata": {}}
+{"answer_id": "nvyaGEveLWBaxgXzriB93d", "model_id": "gpt-3.5-turbo:20230327", "question_id": 32, "text": "Here are some subtle clues you can look for to identify when someone is pretending to understand a topic or conversation:\n\n1. They use vague language or buzzwords to mask their lack of knowledge.\n2. They repeat what others have said without adding anything new or asking any questions.\n3. They nod their head or make other nonverbal cues to suggest they are following along, but don\u2019t actively participate.\n4. They avoid eye contact or become defensive when asked to expand on their thoughts or clarify their understanding.\n5. They don\u2019t ask any questions or seek clarification when they don\u2019t understand something.\n6. They use filler phrases such as \u201cyeah\u201d or \u201cokay\u201d in response to questions or statements without contributing anything of value.\n7. They change the subject abruptly or avoid engaging in the conversation altogether.", "metadata": {}}
+{"answer_id": "3xU2t6Yvx9EWpqfqvinNfH", "model_id": "gpt-3.5-turbo:20230327", "question_id": 33, "text": "There are a few reasons why someone might choose to use a paper map or ask for directions instead of relying on a GPS device or smartphone app. These reasons include:\n\n1. GPS devices and smartphone apps require a source of power, and therefore, can run out of battery. Paper maps, on the other hand, do not require any power and can be used at any time.\n\n2. Sometimes, GPS devices or smartphone apps can provide incorrect information or lose signal. In these cases, paper maps or directions from locals might be more reliable.\n\n3. Reading a paper map can help you get a better sense of the geography and the layout of the area you are traveling through. This can help you identify landmarks or other important features that may not be visible on a digital map.\n\n4. Some people prefer the tactile experience of using a paper map and finding their way through an area using their own navigation skills.\n\n5. Finally, trusting your own sense of direction and intuition can be a rewarding experience, and can help you build a better understanding of the area you are traveling through.", "metadata": {}}
+{"answer_id": "Mq6hzNziUxzQ2juPMDrv3h", "model_id": "gpt-3.5-turbo:20230327", "question_id": 34, "text": "There are several ways to determine if a person is genuinely interested in a conversation or simply being polite:\n\n1. Body language - If the person is genuinely interested in the conversation, they will usually lean in slightly, make eye contact, and use open and relaxed body language.\n\n2. Active listening - If the person is actively listening to what you're saying, asking questions and responding with their own thoughts, then they are probably genuinely interested in the conversation.\n\n3. Follow-up - If the person follows up with you after the conversation or remembers details from your conversation in future interactions, then they were likely genuinely interested.\n\n4. Timing - If the person is in a rush to end the conversation or seems distracted, they may be polite and trying to end the conversation quickly.\n\nOverall, it's important to pay attention to both verbal and nonverbal cues to determine if someone is genuinely interested in a conversation or simply being polite.", "metadata": {}}
+{"answer_id": "KU6BNNN8d6MLHyrA8nV4DB", "model_id": "gpt-3.5-turbo:20230327", "question_id": 35, "text": "There are several reasons why someone may prefer to shop at a small, locally-owned business instead of a large chain store, even if the prices are higher:\n\n1. Personalized service: Local businesses often offer personalized service because they know their customers by name and can offer individualized recommendations and support.\n\n2. Supporting the local economy: Shopping at locally-owned businesses helps to keep money in the local economy and supports job creation in the community.\n\n3. Unique products: Independent businesses often offer unique, one-of-a-kind products that cannot be found at larger chain stores.\n\n4. Environmental impact: Small businesses tend to have a lower carbon footprint as they source their products and materials locally, reducing transportation and shipping emissions.\n\n5. Community investment: Local businesses are often more invested in their community and are more likely to donate to local charities and civic organizations, further supporting the local community.", "metadata": {}}
+{"answer_id": "RpHbPLJamuknRRa3xU5bUF", "model_id": "gpt-3.5-turbo:20230327", "question_id": 36, "text": "As an AI language model, I can suggest that there are several factors to consider when assessing the credibility of a source of information:\n\n1. Check the date: Make sure the information is up-to-date and relevant to the topic you're researching.\n\n2. Identify the author: Look for information about the author\u2019s credentials, expertise, and affiliation. Conduct a quick search on the author to see if they have any biases, conflicts of interest, or a history of producing misleading or inaccurate content.\n\n3. Evaluate the source: Determine where the information is coming from. Check the domain name or URL extension to see if it\u2019s affiliated with a reputable organization or institution. Avoid sites with questionable or overly sensational headlines.\n\n4. Verify the information: Verify the information by fact-checking it using reputable sources like academic journals, government websites, or reliable news sources.\n\n5. Evaluate the tone: Evaluate the tone of the article or post. Is it objective, balanced, and free of inflammatory language? Be wary of articles that rely heavily on emotional language or use sensationalized claims to try to persuade you to take action.\n\nTaking a critical approach and triangulating information from multiple sources can help ensure that you have a reliable and accurate understanding of the subject matter.", "metadata": {}}
+{"answer_id": "AFR3AJW4sSPLDLiAUvrL8s", "model_id": "gpt-3.5-turbo:20230327", "question_id": 37, "text": "There is no one definitive answer to this question, as individual preferences for fear-inducing experiences are rooted in a variety of factors, including personality traits, past experiences, and cultural backgrounds. Some people may enjoy the thrill of being scared because it provides an adrenaline rush and a feeling of excitement, while others may find it cathartic or empowering to confront their fears in a safe environment. On the other hand, some people may avoid scary experiences because they find them stressful or anxiety-provoking, or because they have had negative experiences with fear in the past. Ultimately, each person's response to fear-inducing stimuli is unique, and depends on a variety of psychological and physiological factors.", "metadata": {}}
+{"answer_id": "esqiBYHa56ygcPU2ux2Pdx", "model_id": "gpt-3.5-turbo:20230327", "question_id": 38, "text": "Observing the behavior of other people in a social situation can provide clues about cultural norms and expectations in various ways. For example:\n\n1. Dress codes: Observing how people dress in a particular social situation can provide insight into what is considered appropriate or expected attire. For instance, if people are dressed conservatively, it may indicate that this is the norm for that culture.\n\n2. Social hierarchy: Observing how people interact with each other can provide clues about the social hierarchy or power dynamics within a culture. For instance, if people defer to older individuals or those in positions of authority, it may indicate that respect for elders and hierarchy are important cultural values.\n\n3. Communication styles: Observing how people communicate with each other can provide clues about their communication styles and what is considered appropriate behavior in that culture. For instance, if people speak softly and avoid eye contact, it may indicate that the culture values modesty and avoiding confrontation.\n\n4. Customs and traditions: Observing how people celebrate holidays or special occasions can provide insight into cultural customs and traditions. For instance, if people exchange gifts or participate in specific rituals, it may indicate that these are important cultural practices.\n\nOverall, by paying attention to social cues and observing the behavior of other people in cultural contexts, one can gain insight into the norms and expectations of that culture.", "metadata": {}}
+{"answer_id": "NmuuKUipqt62QKuEHCuBWh", "model_id": "gpt-3.5-turbo:20230327", "question_id": 39, "text": "This is a complex question that requires a thoughtful and nuanced answer. There are arguments to be made on both sides, and ultimately, it comes down to personal values and priorities.\n\nOn one hand, exploring space is a noble and inspiring goal that has the potential to expand our understanding of the universe and our place in it. It could also bring about new advancements in technology and inspire young people to pursue careers in science and engineering.\n\nOn the other hand, there are many urgent problems facing our planet that require immediate attention and resources, including climate change, poverty, inequality, and access to healthcare and education. Some argue that we should prioritize solving these issues before committing resources to space exploration.\n\nUltimately, it's up to individuals, governments, and societies to decide how to balance these competing priorities. It is possible to do both - to invest in space exploration while also addressing pressing problems on Earth.", "metadata": {}}
+{"answer_id": "3HypDqXt6tHieMDN7hWYCh", "model_id": "gpt-3.5-turbo:20230327", "question_id": 40, "text": "It's important to strike a balance between job creation and technological progress. Technological progress can bring about many benefits such as increased efficiency, convenience, and innovation. However, it can also result in job displacement or in certain cases, re-skilling for employees. It's important for companies to recognize the impact of their technological advancements and to consider implementing measures to support their employees through the transition.\n\nOn the other hand, job creation is also important as it supports a healthy economy and ensures that individuals have the opportunity to support themselves and their families. Encouraging entrepreneurship, creating incentives for businesses, and investing in education and job training programs can all be effective methods for promoting job creation.\n\nOverall, the key is to recognize the importance of both job creation and technological progress and to strive for a balance that benefits both individuals and society as a whole.", "metadata": {}}
+{"answer_id": "DmQtupeyNDrQFBccBRAsbD", "model_id": "gpt-3.5-turbo:20230327", "question_id": 41, "text": "The average human blinks approximately 15-20 times per minute. Let's assume that the average waking hour of a person is around 16 hours per day, which means that they blink around 15 x 16 = 240 times per day.\n\nIn one year, this would translate to 240 x 365 = 87,600 blinks per year.\n\nAssuming a lifespan of 75 years, the total number of blinks would be 87,600 x 75 = 6,570,000.\n\nSo, on average, a human blinks about 6.6 million times in their lifetime.\n\nIt's important to note that this is just an estimate based on the assumptions that were made, and not everyone's blinking frequency is the same. Factors such as age, health, and environment can affect how often someone blinks.", "metadata": {}}
+{"answer_id": "froHv7kwRMYGWPXDQXk2Gw", "model_id": "gpt-3.5-turbo:20230327", "question_id": 42, "text": "A grain of salt is a very small amount of salt, so it is difficult to visualize how many atoms are in it. However, we can approximate the number of atoms in a grain of salt by using some scientific formulas and data.\n\nFirstly, we need to know the mass of a grain of salt. According to the National Institute of Standards and Technology (NIST), the average weight of a single grain of salt is about 58.5 milligrams or 0.0585 grams.\n\nSecondly, we need to know the molar mass of salt. Salt is actually a compound made up of two elements, sodium (Na) and chlorine (Cl), with the chemical formula NaCl. The molar mass of NaCl is 58.44 grams per mole, which means that one mole of salt contains 6.022 x 10^23 individual NaCl molecules.\n\nTo find out how many atoms are in a single grain of salt, we need to use Avogadro's number, which is the number of particles in one mole of a substance. Avogadro's number is approximately 6.022 x 10^23 atoms/molecules per mole.\n\nSo, if we take the mass of a single grain of salt (0.0585 grams) and divide it by the molar mass of NaCl (58.44 grams/mol), we can calculate the number of moles of salt in a grain:\n\n0.0585 g / 58.44 g/mol = 0.000999 moles\n\nThen, if we multiply this by Avogadro's number, we get the number of molecules (or atoms) of NaCl in a single grain of salt:\n\n0.000999 moles x 6.022 x 10^23 molecules/mole = 6.008 x 10^20 molecules\n\nTherefore, there are approximately 6 x 10^20 atoms of salt in a single grain of salt.\n\nIt's important to note that this is an approximation, and the actual number of atoms in a grain of salt may vary slightly depending on the size of the grain and the purity of the salt. Nevertheless, this calculation gives us a general idea of the incredible number of atoms that make up even the smallest visible piece of matter.", "metadata": {}}
+{"answer_id": "ahktv9NqxZ2cYquTXwF42r", "model_id": "gpt-3.5-turbo:20230327", "question_id": 43, "text": "According to research, it is estimated that there are approximately 8.6 million lightning strikes that occur on Earth each day. Here is how I reached this conclusion:\n\nFirst, it is important to understand what creates lightning. Lightning is produced in thunderstorms when the atmosphere becomes electrically charged. This is typically caused by the interaction between warm and cold air. When these two air masses meet and create instability in the atmosphere, it can cause lightning to occur.\n\nNext, it's worth noting that thunderstorms are quite common across the globe, with an estimated 16 million thunderstorms happening each year. This means that there is a significant potential for lightning strikes to occur during these storms.\n\nTo estimate the number of lightning strikes that occur each day, we can take the total number of yearly thunderstorms (16 million) and divide it by the number of days in a year (365). This calculation gives us an average of around 43,835 thunderstorms per day.\n\nNow, not all thunderstorms will produce lightning, but many of them do. Based on data collected from a study conducted by the World Meteorological Organization (WMO), about 45% of all thunderstorms produce lightning. So, if we multiply the number of thunderstorms per day (43,835) by the percentage that produce lightning (45%), we get approximately 19,726 thunderstorms with lightning each day.\n\nFinally, we need to estimate how many strikes occur within each thunderstorm. It is difficult to determine an exact number since some thunderstorms produce only a few strikes while others produce hundreds or even thousands. However, according to National Geographic, the average number of lightning strikes per thunderstorm is around 100. Multiplying this by the estimated number of thunderstorms per day that produce lightning (19,726) gives us approximately 1,972,600 lightning strikes per day.\n\nThat being said, it is important to note that some estimates put the number of daily lightning strikes anywhere from 6 million to 100 million. The exact number varies depending on the source and the methods used to calculate it. Nonetheless, it is clear that lightning strikes occur frequently and can be quite dangerous.", "metadata": {}}
+{"answer_id": "kqqPRaFqb3w9Ky9LGB3yKU", "model_id": "gpt-3.5-turbo:20230327", "question_id": 44, "text": "To calculate the number of balloons needed to lift a house like in the movie \"Up,\" we need to consider the weight of the house and the lifting capacity of a single balloon.\n\nFirst, let us consider the weight of the house. In the movie, the house is depicted as a small wooden house with a chimney and a porch. Based on similar houses, we can estimate that the weight of the house would be around 4-5 tons (8,000-10,000 pounds).\n\nNow, let us consider the lifting capacity of a single balloon. A typical helium-filled party balloon can lift a maximum of approximately 14 grams (0.5 ounces) of weight. However, in the movie, the balloons were much larger and had a greater lifting capacity. Assuming a lifting capacity of 1 kilogram (2.2 pounds) per balloon, we can calculate the number of balloons needed to lift the house.\n\nTo lift a 5-ton house, we would need 5,000 kilograms (11,000 pounds) of lifting capacity. Dividing this by the lifting capacity of a single balloon (1 kilogram), we get a total of 5,000 balloons needed to lift the house.\n\nHowever, this calculation does not take into account the weight of the balloon material, ropes, and other equipment needed to tether the balloons to the house. Additionally, the balloons would need to be organized and arranged in a specific way to lift the house evenly and prevent it from tipping over.\n\nTherefore, while 5,000 balloons may be needed in theory, it is unlikely that this number of balloons alone would be able to safely lift a house. The scenario depicted in the movie is purely fictional and should not be duplicated in real life.", "metadata": {}}
+{"answer_id": "946tQg8kS7GYPSm4qcV6Pt", "model_id": "gpt-3.5-turbo:20230327", "question_id": 45, "text": "According to the latest statistics, more than 18.7 billion text messages are sent globally every day. This means that approximately 781 million text messages are sent every hour. To calculate how many text messages are sent in a minute, we need to divide these numbers by 60 (the number of minutes in an hour).\n\nSo, 781 million text messages divided by 60 minutes yields approximately 13,017,543 text messages sent globally in a minute. It's important to note that this number is an estimate and may vary depending on the time of day, day of the week, and other factors. Additionally, the rapid growth of instant messaging apps may be impacting the number of traditional text messages being sent globally.", "metadata": {}}
+{"answer_id": "cU3wut3Ta3ySbRHGxfwgjc", "model_id": "gpt-3.5-turbo:20230327", "question_id": 46, "text": "Estimating the number of words spoken daily on Earth can be a daunting task, as it involves taking into account a wide range of factors such as population, language, age, location, and more. However, there are a few ways to approach this question that can give us a rough estimate. \n\nOne approach is to start by looking at the world population, which as of 2021 is approximately 7.9 billion people. Assuming that each person speaks on average 2,000 words a day (which is a reasonable estimate for adults who engage in regular conversation), we can begin to calculate the daily volume of words spoken on Earth. \n\nTo do this, we can use the following formula: \n\nTotal words spoken daily = (World population) x (Average daily words spoken per person) \n\nPlugging in the values, we get: \n\nTotal words spoken daily = (7.9 billion) x (2,000) \n\nTotal words spoken daily = 15.8 trillion \n\nSo according to this estimate, there are roughly 15.8 trillion words spoken on Earth each day. However, it's worth noting that this number may be significantly higher or lower depending on a variety of factors. For example, not everyone speaks the same number of words per day, and some people may not have access to language or communication tools.\n\nAdditionally, it's important to keep in mind that this estimate is just that - an estimate. There is no definitive answer to how many words are spoken daily on Earth, and the true number is likely impossible to determine with complete accuracy. Nonetheless, by taking a logical approach and making reasonable assumptions, we can arrive at a rough estimate that gives us a sense of the massive scale of human communication.", "metadata": {}}
+{"answer_id": "hQP784Ch2yq2b3BaXVBVX3", "model_id": "gpt-3.5-turbo:20230327", "question_id": 47, "text": "It's difficult to determine the exact number of snowflakes that fall during a typical winter, as it depends on a variety of factors such as location, temperature, humidity, and duration of the winter season.\n\nFirstly, it's important to consider the size of snowflakes. Snowflakes come in different shapes and sizes, ranging from small crystals to larger, more intricate structures. Generally, the smaller the snowflake, the more there are in a given amount of precipitation.\n\nSecondly, it's also worth noting that snowfall is typically measured in inches, rather than the number of snowflakes. This is because the exact number of snowflakes that contribute to a certain amount of precipitation can vary depending on the size and shape of the snowflakes.\n\nWith these factors in mind, we can estimate the number of snowflakes that fall during a typical winter by looking at an average snowfall amount. According to the National Oceanic and Atmospheric Administration (NOAA), the average snowfall in the United States is around 28 inches per year.\n\nAssuming that each inch of snowfall contains anywhere from hundreds to thousands of individual snowflakes, we can estimate that there are millions (if not billions) of snowflakes that fall during a typical winter.\n\nOverall, while we can't pinpoint an exact number of snowflakes that fall during a typical winter, we can estimate that it is likely to be a very large number due to the variability in size and shape of snowflakes, as well as the amount of snowfall that typically occurs.", "metadata": {}}
+{"answer_id": "a92bStUFdq4LBcv3pa9y3Z", "model_id": "gpt-3.5-turbo:20230327", "question_id": 48, "text": "Determining the total number of pages in all the books ever written would be an impossible task as it's practically impossible to know the exact number of books that have been written throughout human history. However, we can make an attempt to estimate the total number of pages based on some assumptions and facts.\n\nFirst, we need to estimate the total number of books ever written. According to Google's estimation in 2010, there were around 130 million books in the world at that time. However, this is just an educated guess, and the actual number of books is likely to be much higher.\n\nNext, we need to consider the average number of pages in a book. This can vary widely depending on the genre, audience, and author's writing style. Some books may have only a few pages, while others may have hundreds or even thousands of pages. However, according to Book Authority, the average number of pages in a book is around 320 pages.\n\nWith these assumptions, we can estimate the total number of pages in all the books ever written by multiplying the estimated number of books with the average number of pages. So, if we assume there were around 500 million books ever written and each book had 320 pages on average, then the total number of pages in all books ever written would be:\n\n500,000,000 x 320 = 160 billion pages\n\nHowever, it's important to recognize that this is just an estimation and the actual number is likely much higher or lower. Additionally, new books are being written and published every day, so this estimation would become outdated very quickly.", "metadata": {}}
+{"answer_id": "a2QAcAm9wJeP2BpyWQnhot", "model_id": "gpt-3.5-turbo:20230327", "question_id": 49, "text": "The beginning of life on Earth is estimated to have occurred around 3.8 billion years ago. The question asks how many times the Earth has orbited the Sun since that time, so we need to calculate the number of orbits the Earth has completed over that time period. \n\nOne orbit of the Earth around the Sun takes approximately 365.25 days, or one year. To calculate how many orbits the Earth has completed over 3.8 billion years, we first need to convert this amount of time into years. \n\n3.8 billion years is equivalent to 3,800,000,000 years. We can use this number and the length of one Earth year to calculate the number of orbits:\n\n3,800,000,000 years / 1 year = 3,800,000,000 orbits\n\nSo, the Earth has completed approximately 3.8 billion orbits around the Sun since the beginning of life on Earth. \n\nIt's worth noting that this is a rough estimate, as the length of a year and the Earth's orbit have both changed slightly over time due to factors like gravitational interactions with other planets and the Moon. However, this answer provides a reasonable approximation of the number of orbits that have occurred over the scale of billions of years.", "metadata": {}}
+{"answer_id": "CrmusnxbTtGXF2varfcUd4", "model_id": "gpt-3.5-turbo:20230327", "question_id": 50, "text": "It is impossible to determine the exact number of songs that have been recorded throughout history because new songs are being created on a daily basis, and many ancient songs have been lost over time. However, we can make some educated estimates based on available data.\n\nFirst, we must consider the length of human history. Humans have been creating music for tens of thousands of years, with the oldest known musical instrument, a bone flute, dating back to about 40,000 years ago. As such, it is safe to assume that countless songs have been created and lost over that vast length of time.\n\nNext, let's consider modern recording technology. The first sound recording was made in 1857, and since then, millions of songs have been recorded. In fact, the Library of Congress in the USA has more than 3 million sound recordings in its collection alone.\n\nHowever, even that number is likely to be a vast underestimate since it\u2019s impossible to account for music recordings that existed in cultures without a writing system, or those outside the major recording and distribution systems of the Western music industry.\n\nFinally, we must recognize that music is created in every culture around the world, and each culture has its unique musical traditions. As a result, it's impossible to estimate the number of songs created around the globe in different languages and styles.\n\nIn conclusion, although it's impossible to determine the exact number of songs recorded throughout history, we can conclusively say that it's likely in the billions, considering the long history of music, the vast amount of music recorded in recent centuries and the diversity of musical traditions around the world.", "metadata": {}}
+{"answer_id": "J9pZp6z2UUW7YcXgzUouqs", "model_id": "gpt-3.5-turbo:20230327", "question_id": 51, "text": "If the internet had been invented during the Renaissance period, it would have revolutionized the way in which people gained knowledge, conducted research, and shared ideas. However, there would have likely been many limitations of the technology, such as the lack of accessibility and the lack of infrastructure to support such a vast network.\n\nOne possibility is that the internet may have been utilized by Renaissance scholars for intellectual exchange, much like how they used letters to communicate and engage in debates. This would have allowed for a more extensive and rapid dissemination of ideas, making it easier for artists, philosophers, theologians, and scientists to learn from one another and work collaboratively.\n\nAdditionally, the invention of the printing press during the Renaissance period made books and information available to a broader audience. If the internet had also been invented during this time, it may have played a similar role in democratizing knowledge and making it more widely accessible.\n\nOverall, the invention of the internet during the Renaissance period would have had a profound impact on the intellectual and cultural landscape of the time, but the technology may have been limited in scope and reach given the technological limitations of the era.", "metadata": {}}
+{"answer_id": "67bYUQb6zru8ofiub7uNUi", "model_id": "gpt-3.5-turbo:20230327", "question_id": 52, "text": "If the Aztecs had successfully repelled the Spanish conquistadors, the history of the Americas would have been different. The Spanish colonization of Mexico would not have taken place, and the Aztecs would have continued to control their empire. It is possible that the Aztecs would have continued to expand their empire and develop their civilization. \n\nThe Spanish conquest of Mexico had a significant impact not only on the Aztec people, but also on the indigenous people of the Americas. The conquest brought with it diseases that decimated the population, and the Spanish imposed their culture and religion on the peoples they conquered. If the Spanish had been repelled, the histories and cultures of the Americas would have been vastly different.\n\nIt is also possible that other European nations, such as the British or the French, would have attempted to colonize the Americas. However, without the riches of the Aztec empire to lure them in, the colonial powers may not have found the Americas as attractive. \n\nOverall, the successful repulsion of the Spanish conquistadors by the Aztecs would have changed the course of history for the Americas, Europe, and the world.", "metadata": {}}
+{"answer_id": "gAisnQTHWFLW8aa5fQPNJf", "model_id": "gpt-3.5-turbo:20230327", "question_id": 53, "text": "If the Black Death had not occurred in the 14th century, the course of history would have drastically changed. The Black Death was one of the deadliest pandemics in human history, which killed almost 50 million people in Europe alone. Its social, economic, and political impact was enormous, and it changed the entire social structure of Europe forever.\n\nIf the Black Death had not occurred, many of the changes that were brought about by the pandemic would not have occurred. For example, the social hierarchy would have remained the same, and peasants would not have had as many economic opportunities as they did after the Black Death, which caused a shortage in labor.\n\nFurthermore, the medical field would not have progressed as quickly, since the Black Death brought about many advancements in medicine as people attempted to find a cure. Many of the basic hygiene practices that we take for granted today were also developed in response to the Black Death, so if the pandemic had not occurred, the general health and cleanliness of the population would not have improved as much.\n\nFinally, the cultural landscape would have been different as well, as the Black Death had a profound effect on art, literature, and music. If it had not occurred, we may have different artistic and cultural movements today.\n\nIn summary, if the Black Death had not occurred in the 14th century, the world would be drastically different today.", "metadata": {}}
+{"answer_id": "4ZJCbj7T8BGzNhDqz7NSF4", "model_id": "gpt-3.5-turbo:20230327", "question_id": 54, "text": "If Isaac Newton had focused on biology instead of physics, the scientific world may be vastly different today. His advancements in mathematics, such as calculus, would have certainly been useful in the field of biology. Newton's curiosity, analytical mind, and dedication to scientific inquiry would have been equally effective in biology as they were in physics. He may have made significant contributions to the field of genetics or evolutionary theory.\n\nOn the other hand, his contributions to physics were so groundbreaking that the subject may have been hindered without his contributions. It's difficult to say exactly what would have happened, but it's likely that the course of scientific history would have been different.", "metadata": {}}
+{"answer_id": "c6ixri3qqLfSBBnwMkgYB7", "model_id": "gpt-3.5-turbo:20230327", "question_id": 55, "text": "If the Beatles had never formed as a band, the world of music would be very different. The Beatles revolutionized popular music and influenced countless musicians and bands that came after them. Without the Beatles, it's possible that other bands would still have risen to fame and changed the course of music history, but we can only speculate how their absence would have affected the genre overall. It's also possible that a different band or artist would have taken the world by storm and become an equally important cultural icon. Ultimately, the impact of the Beatles on music and society is immeasurable, and their influence will continue to be felt for generations to come.", "metadata": {}}
+{"answer_id": "c9AtDn7eeSYhtH854MQDDB", "model_id": "gpt-3.5-turbo:20230327", "question_id": 56, "text": "If Alan Turing had not cracked the Enigma code during World War II, the outcome of the war could have been very different. The Enigma code was a secret code used by the German military to encrypt their messages during the war. By cracking this code, Turing and his team were able to intercept and decode secret German messages, thus giving the Allies valuable intelligence that helped them win key battles.\n\nIf Turing had not been able to crack the Enigma code, the Allies might have struggled to gain the intelligence they needed to win key battles, which could have led to a longer and more bloody war. It's possible that the war could have dragged on for many more years, resulting in even more casualties and devastation.\n\nAdditionally, Turing's work on the Enigma code laid the foundation for modern computing and artificial intelligence. Without his insights and innovations, the development of computer technology might have been delayed, which could have had significant implications for technological progress and innovation in the aftermath of the war.", "metadata": {}}
+{"answer_id": "jYd2gg6MJH8hdqFSAJTaiR", "model_id": "gpt-3.5-turbo:20230327", "question_id": 57, "text": "If the Suez Canal had never been constructed, the shipping routes between Europe and Asia would have been significantly longer and more treacherous. Ships would have to sail around the southern tip of Africa, adding thousands of miles to their journey and increasing the risk of piracy and other hazards. This would have made international trade more expensive and less efficient, and could have slowed the economic growth of many nations. Additionally, the region around the canal would have developed differently, as the canal has helped create cities and infrastructure that rely on its presence. Without the canal, the social, political, and economic impact on the Middle East could have been much different.", "metadata": {}}
+{"answer_id": "nZJ6LGJFegnHetutiAQtFm", "model_id": "gpt-3.5-turbo:20230327", "question_id": 58, "text": "If the Maya civilization had never collapsed, it's possible that they would have continued flourishing and developing their culture, art, architecture, and knowledge. The Maya civilization was known for impressive works of art, architecture, and a sophisticated calendar system. \n\nWithout their collapse, it is possible that the Maya could have advanced their knowledge in other areas, such as science, language, or technology. They might have developed new forms of governance and political systems, which could have influenced the political structures of neighboring civilizations.\n\nAdditionally, their continued presence could have had an impact on the colonization of the Americas. Because the Maya were one of the more advanced civilizations in the region at the time of the European invasion, their presence could have impacted the way the Spaniards and other European powers approached colonization.\n\nOverall, it's hard to say exactly what would have happened, but the Maya civilization was undeniably a significant cultural and scientific force in history. Had they not mysteriously disappeared, they could have continued to shape the course of history in ways we can only imagine.", "metadata": {}}
+{"answer_id": "dmEgLyeYNcwBZWHBak6Lap", "model_id": "gpt-3.5-turbo:20230327", "question_id": 59, "text": "If Christopher Columbus had not discovered the Americas, it is likely that another explorer would have eventually stumbled upon the continent. The Vikings had already established a presence in North America around 500 years before Columbus arrived. Additionally, it is possible that indigenous peoples from Asia may have eventually migrated to the Americas via the Bering Strait land bridge.\n\nHowever, the timing of European colonization and the impact it had on the native populations may have been dramatically different without Columbus\u2019 arrival. It is possible that the Americas could have remained isolated from European influence for a longer period of time, allowing the native cultures to develop more independently. Alternatively, other European nations may have eventually colonized the Americas without the influence of Columbus and brought their own unique cultures and traditions to the region.", "metadata": {}}
+{"answer_id": "bkuECkuy7YiDUcj9oJjdrZ", "model_id": "gpt-3.5-turbo:20230327", "question_id": 60, "text": "If Vincent van Gogh had been a successful artist during his lifetime, his life would have been very different. He struggled with poverty, mental illness, and feelings of isolation throughout his life. If he had been financially successful, he would not have had to rely on his brother Theo for financial support and may have been able to afford better care for his mental health.\n\nAdditionally, van Gogh was deeply committed to his art and was mostly ignored by the art world during his lifetime. If he had been successful, he may have found greater satisfaction in his work and felt more validated for his contributions to the art world. He may have had the opportunity to travel more widely, meet more artists, and produce more work.\n\nOn a broader level, if Vincent van Gogh had been successful during his lifetime, it may have changed the way we think about art history. His work was groundbreaking in its use of color, brushwork, and emotional intensity, and it's possible that he could have influenced other artists of his time (and beyond) in more direct ways if he had been a well-known figure in the art world.", "metadata": {}}
+{"answer_id": "2PRjT7j3V6487xZREfQfuD", "model_id": "gpt-3.5-turbo:20230327", "question_id": 61, "text": "Here's a sample program that demonstrates your requirements:\n\n```c++\n#include <iostream>\n#include <fstream>\n#include <string>\n#include <sstream>\n#include <algorithm>\n\nusing namespace std;\n\nint count_occurrences(const string &filename, const string &search_word) {\n    int count = 0;\n    ifstream fin(filename.c_str());\n    if (fin.fail()) {\n        cerr << \"Failed to open file \" << filename << endl;\n        return 0;\n    }\n    string line;\n    while (getline(fin, line)) {\n        transform(line.begin(), line.end(), line.begin(), [](unsigned char c){ return tolower(c); }); // convert to lowercase\n        stringstream s(line);\n        string word;\n        while (s >> word) {\n            if (word == search_word) {\n                count++;\n            }\n        }\n    }\n    fin.close();\n    return count;\n}\n\nint main() {\n    string filename = \"sample.txt\";\n    string search_word = \"hello\";\n    int count = count_occurrences(filename, search_word);\n    cout << \"The word \\\"\" << search_word << \"\\\" occurs \" << count << \" times in file \" << filename << endl;\n    return 0;\n}\n```\n\nHere's how it works:\n\n1. We define a function called `count_occurrences()` that takes two arguments: `filename` and `search_word`.\n2. Inside the `count_occurrences()` function, we first open the file using `ifstream`.\n\n3. If the file fails to open, we simply return 0.\n\n4. We then loop through each line of the file using `getline()` and store it in the variable `line`.\n\n5. We convert each line to lowercase using `transform()` and a lambda function.\n\n6. We then create a `stringstream` object called `s` and pass the line to it.\n\n7. We then loop through each word in the line using `>>` and store it in the variable `word`.\n\n8. If the `word` matches the `search_word`, we increment the `count` variable.\n\n9. After the loop is complete, we close the file using `close()` and return the `count`.\n\n10. In the `main()` function, we call the `count_occurrences()` function with the file name and search word.\n\n11. We then output the result to the console.\n\nI hope this helps! Let me know if you have any further questions.", "metadata": {}}
+{"answer_id": "jWyN8NTdVix6CUoqfbRqVx", "model_id": "gpt-3.5-turbo:20230327", "question_id": 62, "text": "Sure! Here's a Python implementation using dynamic programming.\n\n```python\ndef lcs(str1, str2):\n    # Initialize a 2D array to store the lengths of LCS\n    m = [[0] * (len(str2) + 1) for i in range(len(str1) + 1)]\n    \n    # Fill the 2D array by comparing characters of both strings\n    for i in range(1, len(str1) + 1):\n        for j in range(1, len(str2) + 1):\n            if str1[i-1] == str2[j-1]:\n                m[i][j] = m[i-1][j-1] + 1\n            else:\n                m[i][j] = max(m[i-1][j], m[i][j-1])\n    \n    # Construct the LCS by backtracking the 2D array\n    lcs = \"\"\n    i, j = len(str1), len(str2)\n    while i > 0 and j > 0:\n        if str1[i-1] == str2[j-1]:\n            lcs = str1[i-1] + lcs\n            i -= 1\n            j -= 1\n        elif m[i-1][j] > m[i][j-1]:\n            i -= 1\n        else:\n            j -= 1\n    \n    return lcs\n```\n\nThis function takes two input strings as parameters and returns the longest common subsequence as output. It first initializes a 2D array 'm' with all elements set to zero. This array is used to store the lengths of the longest common subsequences of all possible substrings of the input strings. The function then fills up the 2D array by comparing characters of both strings.\n\nAfter the 2D array is filled, the function backtracks it to construct the longest common subsequence. It starts from the bottom right corner of the array and moves up and left until it reaches the top left corner. During this process, it compares the current character of both strings and moves to the next cell in a way that maximizes the length of the LCS. Once the top left corner is reached, the constructed subsequence is returned as output.", "metadata": {}}
+{"answer_id": "mx9G7gfKTCXCmNRaiMZQr9", "model_id": "gpt-3.5-turbo:20230327", "question_id": 63, "text": "Here's a regular expression pattern in Python that can be used to validate an email address:\n\n```\nimport re\n\npattern = r'^[a-zA-Z0-9._%+-]+@[a-zA-Z0-9.-]+\\.[a-zA-Z]{2,}$'\n\ndef validate_email(email):\n    if re.match(pattern, email):\n        print(\"Valid email address\")\n    else:\n        print(\"Invalid email address\")\n        \nvalidate_email(\"example@example.com\")\n```\n\nThis regular expression pattern checks if the email address has a valid format. It ensures that the email address starts with one or more alphanumeric characters, dots, underscores, percentage signs, plus or minus signs. The \"@' character follows this which is then followed by a valid domain name that contains only alphanumeric characters, dots, and hyphens, ending with a valid top-level domain name that contains only alphabetical characters with at least two characters.", "metadata": {}}
+{"answer_id": "8LjpXk6Va5L2FBEwTU9YJ6", "model_id": "gpt-3.5-turbo:20230327", "question_id": 64, "text": "Certainly! Here's an example Python program using dynamic programming to find the nth Fibonacci number:\n\n```\ndef fibonacci(n):\n    fib = [0, 1]\n    for i in range(2, n + 1):\n        fib.append(fib[i - 1] + fib[i - 2])\n    return fib[n]\n\n# Example usage:\nprint(fibonacci(5))  # 5\nprint(fibonacci(10))  # 55\n```\n\nThe function `fibonacci(n)` takes an integer argument `n` and returns the nth Fibonacci number. The program uses dynamic programming by keeping track of the previous two Fibonacci numbers in a list called `fib`.\n\nThe program initializes `fib` to `[0, 1]`, which are the first two Fibonacci numbers. Then, it iterates from 2 to `n` and calculates each Fibonacci number as the sum of the previous two numbers. Finally, the function returns the nth Fibonacci number in the list `fib`.\n\nHope this helps! Let me know if you have any questions.", "metadata": {}}
+{"answer_id": "BLC8fhAUeahFfrjBRiL9tx", "model_id": "gpt-3.5-turbo:20230327", "question_id": 65, "text": "Sure! Here is an implementation of the binary search algorithm in Python:\n\n```\ndef binary_search(arr, target):\n    left = 0\n    right = len(arr) - 1\n    while left <= right:\n        mid = (left + right) // 2\n        if arr[mid] == target:\n            return mid\n        elif arr[mid] < target:\n            left = mid + 1\n        else:\n            right = mid - 1\n    return -1\n```\n\nTo use this function, pass in a sorted array and the target element you are searching for. The function returns the index of the target element in the array (if it exists), or -1 if it does not. \n\nHere is an example usage:\n\n```\narr = [1, 2, 3, 4, 5, 6, 7, 8, 9]\ntarget = 5\n\nindex = binary_search(arr, target)\n\nif index != -1:\n    print(f\"Found {target} at index {index}\")\nelse:\n    print(f\"{target} not found in the array\")\n```\n\nThis would output \"Found 5 at index 4\".", "metadata": {}}
+{"answer_id": "NAH245JGvMWF24FWZJagYp", "model_id": "gpt-3.5-turbo:20230327", "question_id": 66, "text": "Here's an example implementation of a queue using two stacks in Python:\n\n```python\nclass QueueUsingStacks:\n    def __init__(self):\n        self.stack1 = []\n        self.stack2 = []\n\n    def enqueue(self, value):\n        # Push the element onto the first stack\n        self.stack1.append(value)\n\n    def dequeue(self):\n        if not self.stack2:\n            # If the second stack is empty, transfer the elements from the first stack to the second stack\n            while self.stack1:\n                self.stack2.append(self.stack1.pop())\n\n        if not self.stack2:\n            # If both stacks are empty, return None\n            return None\n        else:\n            # Pop the top element from the second stack and return it\n            return self.stack2.pop()\n\n    def is_empty(self):\n        return not bool(self.stack1 or self.stack2)\n\n    def size(self):\n        return len(self.stack1) + len(self.stack2)\n```\n\nTo use this implementation, simply create a new instance of the `QueueUsingStacks` class and call the appropriate methods as shown below:\n\n```python\n# Create a new queue using two stacks\nq = QueueUsingStacks()\n\n# Enqueue some elements onto the queue\nq.enqueue(10)\nq.enqueue(20)\nq.enqueue(30)\n\n# Dequeue an element from the queue\nx = q.dequeue()\nprint(x)  # Output: 10\n\n# Check if the queue is empty\nprint(q.is_empty())  # Output: False\n\n# Get the size of the queue\nprint(q.size())  # Output: 2\n```", "metadata": {}}
+{"answer_id": "NKXTwB3WtfFcmQZbTxBP5o", "model_id": "gpt-3.5-turbo:20230327", "question_id": 67, "text": "Here's a code snippet that can find the common elements in two arrays:\n\n```python\ndef find_common_elements(arr1, arr2):\n    common = []\n    for i in range(len(arr1)):\n        for j in range(len(arr2)):\n            if arr1[i] == arr2[j]:\n                if arr1[i] not in common:\n                    common.append(arr1[i])\n    return common\n```\n\nIn this code, we use two nested loops to iterate over both arrays and compare their elements. If a common element is found, we add it to a list called 'common'. To avoid duplicates, we check whether the element is already in the 'common' list before appending it.\n\nWe can test this function with some example arrays:\n\n```python\narr1 = [1, 2, 3, 4, 5]\narr2 = [3, 4, 5, 6, 7]\nresult = find_common_elements(arr1, arr2)\nprint(result) # Output: [3, 4, 5]\n```\n\nIn this example, the common elements are 3, 4, and 5.", "metadata": {}}
+{"answer_id": "5P7wPyrNwBrHNdJNrETS5h", "model_id": "gpt-3.5-turbo:20230327", "question_id": 68, "text": "To find the value of f(2), we simply substitute 2 in place of x in the given equation of f(x):\n\nf(2) = 5(2)^3 - 2(2) + 3\n\nf(2) = 5(8) - 4 + 3\n\nf(2) = 40 - 1\n\nTherefore, the value of f(2) is 39.", "metadata": {}}
+{"answer_id": "UmnL4WoucBduFpX4jptkNU", "model_id": "gpt-3.5-turbo:20230327", "question_id": 69, "text": "3x + 10 = 5(x - 2)\n\n3x + 10 = 5x - 10  (use the distributive property)\n\n10 + 10 = 5x - 3x  (subtract 3x from both sides)\n\n20 = 2x (simplify)\n\nx = 10 (divide both sides by 2) \n\nTherefore, x = 10.", "metadata": {}}
+{"answer_id": "Hymm673GkY5tXNaTFeNUBZ", "model_id": "gpt-3.5-turbo:20230327", "question_id": 70, "text": "To find the length of a line segment with two endpoints (x1, y1) and (x2, y2), we use the distance formula:\n\ndistance = sqrt((x2 - x1)^2 + (y2 - y1)^2)\n\nPlugging in the coordinates of the given endpoints, we get:\n\ndistance = sqrt((10 - 2)^2 + (4 - (-2))^2)\ndistance = sqrt(8^2 + 6^2)\ndistance = sqrt(64 + 36)\ndistance = sqrt(100)\ndistance = 10\n\nTherefore, the length of the line segment is 10 units.", "metadata": {}}
+{"answer_id": "PUzddJ35E3WsM7BDQ9E59i", "model_id": "gpt-3.5-turbo:20230327", "question_id": 71, "text": "Sure, I can help you write a formal email to a potential business partner proposing a joint venture. Here's a sample email you can use as a guide:\n\nDear [Name],\n\nI hope this email finds you well. I am writing to you today to propose a joint venture that I believe could be mutually beneficial for our businesses.\n\nAs you may know, our companies share many complementary strengths and resources that could be leveraged to achieve greater success in our respective markets. I believe that by working together, we could create a competitive advantage that would benefit both of us.\n\nI would like to propose that we explore the possibility of forming a joint venture in [industry or field], with the aim of combining our expertise and resources to create something innovative and valuable for the market.\n\nI believe that our companies' experiences and capabilities could form a strong foundation for a mutually beneficial partnership. If you are interested in pursuing this proposal, please let me know and we can discuss the details further.\n\nThank you for your time and consideration, and I look forward to hearing back from you.\n\nBest regards,\n\n[Your Name]", "metadata": {}}
+{"answer_id": "6Q72hZCtDkgq379yhdmN5N", "model_id": "gpt-3.5-turbo:20230327", "question_id": 72, "text": "Dear [Employer\u2019s Name],\n\nThis letter serves as my formal resignation from my position as [Position Name] at [Company Name]. My last day of work will be on [Date].\n\nI would like to express my gratitude for the opportunities provided during my time at [Company Name]. It has been a pleasure to be part of such a dynamic and forward-thinking organization. My tenure here has contributed significantly to my professional growth, and it is with a heavy heart that I must resign.\n\nI appreciate your constant support, guidance and collaboration throughout my employment here. I have learned a lot under your leadership and found my experience here to be fulfilling in ways that I could not have anticipated.\n\nIf there is anything that I can do to ensure a seamless transition for my successor and facilitate the smooth conclusion of my work, please don't hesitate to let me know. I am happy to complete any outstanding tasks or projects before I leave.\n\nThank you again for all of your support and understanding. I wish the company continued success, and I hope that our paths may cross again in the future.\n\nSincerely,\n\n[Your Name]", "metadata": {}}
+{"answer_id": "ReXnHy9C8SwcYPAep6gvJg", "model_id": "gpt-3.5-turbo:20230327", "question_id": 73, "text": "[Your Name]\n[Your Designation]\n[Your Institution]\n[Your Address]\n[City, State Zip Code]\n[Your Email]\n[Date]\n\n[Admission Committee]\n[Graduate Program in Computer Science]\n[University Name]\n[Address]\n[City, State ZIP Code]\n\nDear Members of the Admission Committee,\n\nI am writing to recommend [Student's Name] for admission to the graduate program in Computer Science at your esteemed institution. I have had the privilege to teach [him/her] in several courses during [his/her] undergraduate studies in [program name] at [university name], and I highly recommend [him/her] for [his/her] outstanding academic performance and natural ability in the field of computer science.\n\nDuring [his/her] time at [university name], [Student's Name] proved to be a highly motivated and bright student, consistently demonstrating academic excellence in all courses. [He/She] consistently achieved top grades and took on challenging coursework with enthusiasm and diligence. [His/Her] strong analytical and critical thinking skills, coupled with [his/her] passion for technology and computer science, make [him/her] a perfect candidate for the esteemed computer science program at your institution.\n\n[Student's Name] was not only a dedicated student but also an active participant in many extra-curricular activities, such as [list activities]. [He/She] was always eager to explore new concepts and technologies beyond the coursework requirements, and [his/her] enthusiasm to learn and work in a team was evident in [his/her] participation in group projects and research work.\n\nIn conclusion, I have a strong belief that [Student's name] has an incredible potential for achieving academic excellence in your prestigious program. [His/Her] exceptional academic record, strong work ethic, and impressive achievements make [him/her] an ideal candidate for the graduate program in Computer Science at your institution. I, therefore, strongly recommend [Student's Name] for admission to the program and look forward to seeing [him/her] contributing to the field of computer science significantly.\n\nPlease do not hesitate to contact me if you require any further information regarding this recommendation.\n\nSincerely,\n\n[Your Name]", "metadata": {}}
+{"answer_id": "cKk5zZe8yYY4JH3kr5pGXG", "model_id": "gpt-3.5-turbo:20230327", "question_id": 74, "text": "Subject Line: Introducing our revolutionary new software solution\n\nDear valued customers,\n\nWe are thrilled to announce the launch of our latest innovation \u2013 a pioneering software solution that will revolutionize the way you do business. Designed with cutting-edge technology and user-friendly features, our software solution will help you streamline your workflows, increase efficiency, and ultimately boost your bottom line.\n\nHere are just a few of the ways our software solution can transform your business:\n\n- Increased collaboration: Our software solution makes it easy for your team to collaborate on tasks and projects, ensuring everyone is on the same page and nothing falls through the cracks.\n\n- Real-time tracking: With our software solution, you can track progress in real time, enabling you to make informed decisions quickly and efficiently.\n\n- Comprehensive reporting: Our software solution allows you to run detailed reports that provide valuable insights into your business operations, giving you the information you need to make informed decisions and identify areas of improvement.\n\nThese are just a handful of the benefits you can expect from our new software solution. We truly believe that our product will be a game changer for businesses of all sizes and industries.\n\nTo celebrate our launch, we are offering a special introductory offer exclusively for our customers. For a limited time, you can get access to our software solution at an incredible discounted price. Don\u2019t miss out on this amazing opportunity to take your business to the next level!\n\nTo learn more about our software solution and to take advantage of our special offer, simply click the link below:\n\n[Insert Link]\n\nThank you for choosing us as your partner in business. We look forward to helping you succeed with our new software solution.\n\nBest regards,\n\n[Your Name]", "metadata": {}}
+{"answer_id": "c5rwA3cPjytSGcn7H8dZ6Q", "model_id": "gpt-3.5-turbo:20230327", "question_id": 75, "text": "Subject: Apology for Delay in Your Order\n\nDear [Customer Name],\n\nWe are deeply sorry to inform you that there was a delay in processing your recent order. We understand how frustrating and inconvenient it can be to wait for something that you were looking forward to receiving.\n\nWe want to express our sincere apologies and assure you that we have taken necessary steps to resolve this issue. Due to unexpected high volume of orders last week, our warehouse faced some delays in processing orders on time, and unfortunately, your order was one of the affected ones.\n\nWe have been working diligently to ensure that your order is processed and shipped as soon as possible. We have put measures in place to prevent the recurrence of any such delay in future by hiring and re-training more staff and improving our inventory management.\n\nOnce again, please accept our apologies for the inconvenience this has caused you. We value your patronage and look forward to serving you with the same level of excellence that you have come to expect from us.\n\nThank you for your patience and understanding.\n\nBest regards,\n\n[Your Name]\n[Your Store Name]", "metadata": {}}
+{"answer_id": "XZGPtBo86KfF9REZ36s2X5", "model_id": "gpt-3.5-turbo:20230327", "question_id": 76, "text": "Title: The Evolution and Cultural Significance of Jazz\n\nOpening shot of jazz musicians performing in a club\n\nNarration: Jazz has been regarded as one of the most significant cultural contributions from the African American community to the world. It has evolved over time, from its origins in New Orleans to becoming a global phenomenon.\n\nCut to a black and white photo of the original jazz musicians in New Orleans\n\nNarration: Jazz originated in the late 19th and early 20th centuries in New Orleans. It was a musical genre that blended together elements of African rhythms, blues, ragtime, and European harmonies.\n\nCut to a video of Louis Armstrong\n\nNarration: Jazz really grew in popularity in the 1920s and 1930s, particularly with the emergence of jazz legends like Louis Armstrong and Duke Ellington. Jazz was unique because it allowed for improvisation and the individual expression of musicians.\n\nCut to a video of a modern jazz ensemble\n\nNarration: Today, jazz continues to evolve in unique and exciting ways. It is celebrated as a reflection of cultural identity and a bridge between different communities.\n\nCut to a jazz festival scene\n\nNarration: Jazz festivals around the world attract thousands of music lovers annually, from the Newport Jazz Festival in America to the Montreux Jazz Festival in Switzerland.\n\nCut to a jazz club scene\n\nNarration: For many, jazz clubs remain important cultural spaces where people connect and enjoy live performances.\n\nClosing shot of jazz musicians performing\n\nNarration: Jazz music remains a constant reminder of the versatility and beauty of human creativity. Let us celebrate and continue to support the evolution of jazz for generations to come.\n\nEnd with a jazz score and video credits", "metadata": {}}
+{"answer_id": "DRncHCsdGji756efDhacUT", "model_id": "gpt-3.5-turbo:20230327", "question_id": 77, "text": "Aloha, fellow travelers! I recently had the pleasure of visiting the beautiful island of Hawaii, and it was truly an enchanting experience that left me with unforgettable memories.\n\nOne of the things that stood out to me was the rich culture of Hawaii. We got to witness an authentic hula performance right on the beach, complete with traditional costumes and music. The dancers\u2019 graceful movements were mesmerizing, and it was fascinating to learn about the history and meaning behind each dance.\n\nAnother cultural highlight for us was attending a luau. It was a true feast for the senses, with an abundance of delicious food, music, and dance performances. We got to try traditional Hawaiian dishes like kalua pig and poi, and we even learned some moves during a group hula lesson.\n\nOf course, no trip to Hawaii would be complete without experiencing its breathtaking natural beauty. We hiked to the top of a volcanic crater in Maui, and the view from above was simply stunning. The colors of the rocks and the ocean were like nothing we had ever seen before. We also visited Hawaii Volcanoes National Park on the Big Island, which was equally jaw-dropping. Seeing the active lava flow and the steam coming out of the ground made us feel like we were on another planet.\n\nAnother must-see attraction in Hawaii is Waikiki Beach. The iconic beach is famous for its crystal clear waters and white sand, surrounded by towering hotels and restaurants. We spent a morning there, soaking up the sunshine and enjoying the soothing sound of the waves.\n\nOverall, Hawaii truly exceeded our expectations. The combination of stunning natural beauty and rich cultural experiences made for a perfect vacation. We left feeling refreshed and inspired, already dreaming of our next trip back to this tropical paradise. Mahalo for reading, and until next time!", "metadata": {}}
+{"answer_id": "Y5rCQHHDA6WNfhRcB6QboG", "model_id": "gpt-3.5-turbo:20230327", "question_id": 78, "text": "If you're looking for an exciting and visually stunning science fiction adventure, look no further than the recently released film \"Space Odyssey.\" This film is an absolute triumph, featuring incredible special effects and a compelling storyline that will keep you on the edge of your seat.\n\nThe plot of \"Space Odyssey\" revolves around a team of astronauts who embark on a perilous mission to explore a distant planet. As they venture further and further into the unknown, they encounter all manner of dangers and obstacles, ranging from treacherous alien creatures to hostile sentient machines. Along the way, they must grapple with their own fears and inner demons, as well as the challenges of working together as a team.\n\nOne of the standout features of \"Space Odyssey\" is its cast of characters. Each member of the astronaut team is well-developed and brings their own unique perspective and personality to the story. From the stoic and disciplined captain to the brash and impulsive engineer, every character feels fully realized and relatable. As the story progresses, we see these characters grow and evolve, learning from their mistakes and coming together to face their challenges as a team.\n\nOf course, no discussion of \"Space Odyssey\" would be complete without mentioning its incredible special effects. From the stunningly rendered alien landscapes to the dizzying action scenes, every frame of this film is a visual spectacle. The attention to detail and overall sense of immersion is truly breathtaking, making you feel like you're right there alongside the astronauts as they explore the unknown.\n\nOverall, \"Space Odyssey\" is a must-see for any science fiction fan. It's a thrilling and beautifully crafted film that will keep you engaged from start to finish. With its gripping plot, well-drawn characters, and jaw-dropping special effects, it's easily one of the best sci-fi films of the year. Go see it, and prepare to be transported to another world.", "metadata": {}}
+{"answer_id": "Lea4wh5n6GsEkBnKsntN64", "model_id": "gpt-3.5-turbo:20230327", "question_id": 79, "text": "Introduction\n- Welcome listeners and introduce the topic of the podcast, the influence of streaming platforms on the music industry.\n- Briefly introduce yourself and your background and why you chose this topic.\n\nSection 1: Overview of the Music Industry\n- Provide an overview of the music industry before the rise of streaming services.\n- Discuss how record labels, physical album sales, and radio play were the primary distribution channels for music.\n\nSection 2: Streaming Platforms\n- Discuss the rise of streaming platforms like Spotify, Apple Music, and Tidal.\n- Explain how these platforms have disrupted the traditional distribution model of the music industry.\n- Discuss the benefits and disadvantages of artists distributing their music through these platforms.\n\nSection 3: Impact on Artists\n- Examine how streaming services have changed the way artists make money from their music.\n- Discuss how the shift from album sales to streaming has impacted the revenue generated by artists.\n- Discuss the challenges artists face in terms of getting their music noticed within the abundance of material on streaming platforms.\n\nSection 4: Impact on the Music Industry\n- Discuss how the rise of streaming platforms have impacted the music industry as a whole.\n- Explain how labels have had to adapt their business models in order to continue making profits.\n- Discuss how some artists have shifted their focus from album sales to live performances and touring.\n\nSection 5: The Future of Music Streaming\n- Discuss the potential future of music streaming platforms and their impact on the music industry.\n- Discuss whether or not the rise of streaming has been positive or negative for creatives in the music industry.\n- Provide some concluding thoughts and encourage listeners to share their thoughts on social media.\n\nConclusion\n- Recap the key points covered in the podcast episode.\n- Encourage listeners to continue engaging with the topic and to tune in for future episodes.", "metadata": {}}
+{"answer_id": "gdLxzcypTeuD6ToC6HWnXh", "model_id": "gpt-3.5-turbo:20230327", "question_id": 80, "text": "I'm happy to assist you in writing a symphony concert review! Here's an example review:\n\nThe recently performed symphony concert was an outstanding showcase of musical talent, leaving the audience spellbound with the performances of the orchestra. As the concert progressed, the orchestra's unmatchable skill and talent on their respective instruments were vividly evident. The pieces featured in the concert were a delightful mix of musical genres that captivated the audience throughout the performance.\n\nThe meticulous attention to detail by the orchestra was surely commendable, as the notes flowed from instrument to instrument in perfect harmony. The way each musician played their part, with utmost precision and accuracy, was a true testament to the hours of practice and effort invested in crafting each piece. The orchestra's enthusiasm, passion, and commitment to their craft were transparent in every note that they played. \n\nOne can only appreciate the level of expertise that the orchestra displayed and the amount of dedication and discipline that has gone into cultivating their skill. The open communication between the conductor and the members of the orchestra was an impressive sight, and it undoubtedly contributed to the flawless execution of the musical compositions.\n\nAs the concert progressed, it was also noticeable that the entire audience became engulfed in the music, swaying to the rhythm of the notes. It was a sight to behold, and the applauds after every piece were jaw-dropping. There was no denying that the audience was immersively engaged, enthralled by the music, and the orchestra's fantastic performance.\n\nIn conclusion, the symphony concert showcased remarkable performances by the orchestra, with the audience's captivation evident in every note that was played. The concert was a perfect reminder of the beauty of classical music and how talented musicians can enchant an audience with sheer musical perfection. It was a night to remember, and it will stay deeply etched in the memory of everyone who had the privilege of attending this fantastic symphony concert.", "metadata": {}}
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+{"answer_id": "J3UA6eGXGyFeUGqGpP3g34", "model_id": "llama-13b:v1", "question_id": 1, "text": "The following are some strategies that may help you improve your time management skills:\n1. Make a list of priorities.\n2. Create a detailed schedule that includes time for regular tasks, meetings, breaks, and appointments.\n3. Set specific goals.\n4. Use a calendar or other scheduling software.\n5. Develop an agenda for each meeting to ensure that it stays on track.\n6. Stick to your schedule and don't get distracted.\n7. Make use of your free time.\n8. Make time for exercise, socializing, and relaxing.\n9. Keep a log of your time usage.\n10. Don't get overwhelmed by what you have to do.\n11. Take care of your health.\n12. Manage stress.\n13. Get enough sleep.\n14. Strike a balance.\n15. Always be prepared.\n16. Give yourself rewards.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "jZVDNTtFnNNd6vgkGjzAGa", "model_id": "llama-13b:v1", "question_id": 2, "text": "People experience stress from time to time, and it can be caused by a wide range of factors, including work, family, friends, money, and health. Stress can be a motivating factor, but it can also be harmful. Here are some effective ways to deal with stress:\n1. Taking time to relax. It's important to take time for yourself to relax and reduce your stress. Doing so doesn't have to be expensive or time-consuming. It could simply be reading a book, taking a walk, or listening to music.\n2. Prioritizing your responsibilities. It's important to prioritize your responsibilities and focus on the things that are most important. You should also be able to say no to tasks that you don't have time for.\n3. Getting enough sleep. Getting enough sleep can be very helpful for dealing with stress. If you're not getting enough sleep, try to go to bed earlier and develop a routine.\n4. Eating a healthy diet. It's important to eat a healthy diet, which can help reduce stress and make you feel better about yourself.\n5. Exercising. Exercising is a great way to relieve stress. It can also help reduce the harmful effects of stress and improve your overall health.\n6. Learning how to manage your time. Learning how to manage your time can help you avoid unnecessary stress. You should also try to set realistic goals and not take on too much at once.\n7. Improving your social network. Having a good social network can be very helpful for dealing with stress. You should try to spend time with people that you trust and confide in.\n8. Developing a support network. A support network is a group of people who can offer you help, guidance, and support. They can be friends, family members, or even a professional therapist.\n9. Getting professional help. If you're struggling to deal with stress, it can be beneficial to get professional help. A therapist or counselor can help you to understand your stress better and develop strategies for dealing with it.\n10. Talking to someone. You can also talk to someone about how you feel and ask for their advice. It can be helpful to get a fresh perspective from someone and let things off your chest.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "NbSxRXf8Yuvjr7HC6AvrPw", "model_id": "llama-13b:v1", "question_id": 3, "text": "Main differences between Python and JavaScript are:\n1. Python is an object-oriented programming language. JavaScript is a scripting language.\n2. Python is a compiled language. JavaScript is an interpreted language.\n3. Python is a general purpose programming language. JavaScript is a special purpose programming language.\n4. Python runs on the JVM in Java Applets. JavaScript runs on the browsers.\n5. Python is a powerful programming language. JavaScript is a simple programming language.\n6. Python is a good language for web development. JavaScript is a good scripting language.\n7. Python is a high level programming language. JavaScript is a low level programming language.\n8. Python is a dynamic programming language. JavaScript is a static programming language.\n9. Python is a strict programming language. JavaScript is a relaxed programming language.\n10. Python has a large standard library. JavaScript has a small standard library.\n11. Python is very stable. JavaScript has many releases.\n12. Python is a simple language. JavaScript is a complex language.\n13. Python is easy to learn. JavaScript is hard to learn.\n14. Python is a secure programming language. JavaScript is not a secure programming language.\n15. Python is a multi paradigm language. JavaScript is a single paradigm language.\n16. Python is good for data science. JavaScript is not good for data science.\n17. Python is a general purpose programming language. JavaScript is a special purpose programming language.\n18. Python is a programming language. JavaScript is a scripting language.\n19. Python is a compiled programming language. JavaScript is an interpreted programming language.\n20. Python is a strongly typed programming language. JavaScript is a weakly typed programming language.\n21. Python supports object-oriented programming. JavaScript supports prototype-based programming.\n22. Python supports type inheritance. JavaScript supports type prototyping.\n23. Python supports operator overloading. JavaScript does not support operator overloading.\n24. Python comes with a large standard library. JavaScript comes with a small standard library.\n25. Python is a very stable programming language. JavaScript is a simple programming language.\n26. Python is a powerful programming language. JavaScript is a simple programming language.\n27. Python is a high level programming language. JavaScript is a low level programming language.\n28. Python is a dynamic programming language. JavaScript is a static programming language.\n29. Python has a very active community. JavaScript has a small community.\n30. Python is a general purpose programming language. JavaScript is a special purpose programming language.\n31. Python is a multi-paradigm language. JavaScript is a single paradigm language.\n32. Python is a secure programming language. JavaScript is not a secure programming language.\n33. Python is a general purpose programming language. JavaScript is a simple programming language.\n34. Python is a scripting language. JavaScript is a compiled language.\n35. Python is a compiled language. JavaScript is a scripting language.\n36. Python is a general purpose programming language. JavaScript is a web scripting language.\n37. Python has a large standard library. JavaScript has a small standard library.\n38. Python is a very stable programming language. JavaScript is a very dynamic programming language.\n39. Python is a high level programming language. JavaScript is a low level programming language.\n40. Python is easy to learn. JavaScript is hard to learn.\n41. Python is a general purpose programming language. JavaScript is a simple programming language.\n42. Python is a multi-paradigm programming language. JavaScript is a single paradigm language.\n43. Python is a compiled language. JavaScript is an interpreted language.\n44. Python is a dynamic programming language. JavaScript is a static language.\n45. Python is a general purpose programming language. JavaScript is a web scripting language.\n46. Python is a secure programming language. JavaScript is not a secure programming language.\n47. Python is a general purpose programming language. JavaScript is a static programming language.\n48. Python is a general purpose programming language. JavaScript is a weakly typed programming language.\n49. Python is a general purpose programming language. JavaScript is a dynamic programming language.\n50. Python is a general purpose programming language. JavaScript is a multi paradigm language.\n51. Python is a general purpose programming language. JavaScript is a simple programming language.\n52. Python is a general purpose programming language. JavaScript is a scripting language.\n53. Python is a general purpose programming language. JavaScript is a special purpose programming language.\n54. Python is a multi-paradigm programming language. JavaScript is a", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "E9zrPDdncYvAebEaxiPXfx", "model_id": "llama-13b:v1", "question_id": 4, "text": "Here are some ideas to help you become more productive when working from home:\n1. Set up a proper workspace: It's important to have a separate space for working, so that you don't feel tempted to lounge around or do other things when you should be working.\n2. Block out distractions: It's important to focus on your work and not get distracted. You can block out distractions by turning off your phone, closing your door, or working in a separate room away from household noises.\n3. Take breaks: It's important to take breaks and get a change of scenery during the day. This can help you be more productive and improve your concentration.\n4. Avoid multitasking: You should avoid trying to do multiple tasks at the same time, as this can make you less productive and reduce your overall quality of work.\n5. Have an organized schedule: Having a clear schedule can help you stay on track and be more productive. This can include things such as setting specific working hours, creating a to-do list, and scheduling meetings with colleagues.\n6. Set goals: You should set specific goals for yourself to help you stay motivated and on track. This can include things such as writing an article for a certain time period and meeting a certain word count.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "36TYpADDHAfRvtvKitfSXR", "model_id": "llama-13b:v1", "question_id": 5, "text": "Quantum computing is a type of computing that uses quantum-mechanical phenomena, such as superposition and entanglement, in its operation. In simple terms, a quantum bit or qubit is used to represent information, and a number of qubits can be used to represent a classical bit. A quantum computer can do things that a classical computer cannot do, such as factoring a large number more efficiently.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "8vtLLYRM352mZ8PXXbwzBT", "model_id": "llama-13b:v1", "question_id": 6, "text": "The number one difference between plant-based and animal-based protein sources is that animal-based sources are complete protein sources, while plant-based sources are not. Animal-based sources have all of the essential amino acids, while plant-based sources do not. Animal-based protein sources include meat, poultry, eggs, milk, and cheese. Plant-based protein sources include legumes, seeds, and nuts.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "mrCniyWYvAtxWhgMdXq2BG", "model_id": "llama-13b:v1", "question_id": 7, "text": "Critical thinking is a vital skill to have, but it can be difficult to develop. Here are some ways you can start developing your critical thinking skills:\n1. Analyze and interpret: When you're presented with information, try to analyze and interpret it on your own terms. When you start to analyze and interpret information on your own, it will become easier to do so over time.\n2. Assess your information: When you receive new information, try to assess whether it's valid or reliable. This is important for evaluating and forming your own opinions.\n3. Use your intuition: Use your intuition to complement your critical thinking skills. When you pay attention to your gut feelings, they'll usually tell you when you need to double-check your information.\n4. Learn from your mistakes: When you make a mistake, try not to beat yourself up about it. Instead, learn from your mistakes and use them to your advantage.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "S8fmdbvpvbgTUyDU9V3M3N", "model_id": "llama-13b:v1", "question_id": 8, "text": "One of the major challenges faced by the education sector today is the lack of skilled teachers. Finding enough qualified teachers to work in the education sector, and in the numbers that are required, is one of the biggest problems facing the education sector, largely due to the lack of funding for teacher training and the low salaries that teachers receive.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "KmuNjvNKRyaFwaBZTLArcG", "model_id": "llama-13b:v1", "question_id": 9, "text": "Consumer behavior can be influenced by a variety of factors, including:\n1. Psychological factors, such as perception, beliefs, attitudes, personality, motivation, emotion, and social influences;\n2. Social factors, such as family, friends, and reference groups;\n3. Cultural factors, such as reference groups, family, and cultural roles;\n4. Demographic factors, such as age, gender, occupation, income, and education level;\n5. Economic factors, such as income, wealth, and spending patterns;\n6. Personal factors, such as lifestyle, job, environment, and individual traits;\n7. Situational factors, such as location, time, and situation; and\n8. Market factors, such as competition, prices, and promotional activity.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "HNNT9k5htiMeRwNSD6dcz4", "model_id": "llama-13b:v1", "question_id": 10, "text": "Conflict resolution strategies in the workplace can range from simple to more involved, depending on the situation:\n1. Avoidance: Avoiding the issue can be an effective strategy in the short term, but it can lead to more tension and conflict in the long term.\n2. Compromise: Compromise can be a good strategy for solving an issue, but it can require a give-and-take and lead to the loss of respect between the parties involved.\n3. Negotiation: Negotiation is a good strategy for solving an issue when both parties are willing to work together and are open to the idea of changing their views and positions.\n4. Mediation: Mediation can be a good way to resolve an issue as it can be more impartial and less adversarial than other strategies.\n5. Collaboration: Collaboration can be a good strategy for solving an issue as it can help both parties to develop new perspectives and solutions.\n6. Formal resolution: Formal resolution can be a good strategy for resolving an issue, especially if the situation is particularly complex or difficult.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "ChXjhDDikxU9FV3CADs6Ym", "model_id": "llama-13b:v1", "question_id": 11, "text": "1. Single-use plastic bottles can take between 450 and 1,000 years to decompose, so they can cause serious environmental problems. Single-use plastic bottles can end up in the ocean, either as litter or as part of the Great Pacific Garbage Patch. 2. Single-use plastic bottles can be a big source of plastic debris in the ocean, which can be ingested by marine animals, killing them or causing them serious health problems. 3. In addition to polluting the environment, single-use plastic bottles can also be a serious health risk to humans. Single-use plastic bottles can pose a risk to human health because of the chemicals used in their manufacturing.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "5wsPnN3VmmSkahgugFNo7u", "model_id": "llama-13b:v1", "question_id": 12, "text": "A public transportation system should be designed to accommodate the needs of all riders, including people with disabilities. This requires planning and design that considers the needs and abilities of people with sensory, physical, developmental, and mental disabilities. The system should be accessible to and usable by people with disabilities, including those who use mobility devices, people who are visually impaired, and people who are deaf or hard-of-hearing. For example, the system should have accessible stops, routes, and vehicles, as well as ramps and elevators to help people board. It should also offer a wide range of accessible routes, including accessible routes to the transit center. It should also have reliable, consistent, and easy-to-use signage. The system should also provide reliable, easily accessible, and well-maintained facilities, such as restrooms and shelters. Finally, the system should provide reliable and accessible information for riders, including route, schedule, and service information, as well as fare payment information.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "NRGZGnU2sPN3ShMe9C3fMn", "model_id": "llama-13b:v1", "question_id": 13, "text": "There are two types of fiscal policy: expansionary and contractionary. Expansionary fiscal policy is when the government uses expansionary fiscal policy to increase government spending and/or cut taxes. Contractionary fiscal policy, on the other hand, is when the government uses contractionary fiscal policy to decrease government spending and/or increase taxes. Here are some examples of fiscal policies:\n1. Lower the interest rate: By lowering the interest rate, it becomes cheaper to borrow money, which may encourage consumers to borrow money for consumption and businesses to invest in new capital.\n2. Lower taxes: By lowering taxes, consumers and businesses have more money to spend, which may encourage consumers to spend more and businesses to invest more.\n3. Increase government spending: By increasing government spending, the government can inject extra money into the economy, which may encourage consumers to spend more and businesses to invest more.\n4. Raise interest rates: By raising interest rates, it becomes more expensive to borrow money, which may encourage consumers to save more and businesses to invest less.\n5. Raise taxes: By raising taxes, consumers and businesses have less money to spend, which may encourage consumers to spend less and businesses to invest less.\n6. Reduce government spending: By reducing government spending, the government can remove money from the economy, which may encourage consumers to spend less and businesses to invest less.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "inKimHkWsXShQBTRmxr5Yg", "model_id": "llama-13b:v1", "question_id": 14, "text": "Language and cultural barriers can affect the way people communicate and form relationships in multicultural societies by limiting an individual's ability to communicate with people of other cultures. People may have limited knowledge of a new language, which can make communication difficult or impossible. People may also have different cultural values, which can lead to misunderstandings and miscommunication.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "H8aKtWwf8m6Lgxc2YyR2yf", "model_id": "llama-13b:v1", "question_id": 15, "text": "Artificial intelligence allows computers to process information and make decisions without human input. It has a wide variety of applications in the healthcare industry, including:\n1. Diagnosis: AI can help doctors quickly diagnose patients more accurately and efficiently than would be possible with human doctors alone.\n2. Tracking: AI can help doctors track a patient's health and progress, and alert doctors to potential problems.\n3. Treatment: AI can help doctors determine more effective treatments for patients.\n4. Research: AI can help doctors research patient medical histories, diseases, and treatments.\n5. Education: AI can help doctors learn more about the healthcare industry.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "PafVwxMsjSkYUETiVBgxTU", "model_id": "llama-13b:v1", "question_id": 16, "text": "Gene editing is a powerful technology that allows scientists to precisely edit genetic sequences with a high degree of accuracy. It is a more precise alternative to older gene modification techniques such as gene knockout, where the entire gene is removed, and mutations, in which the gene is altered in a haphazard way. The technology uses an enzyme called Cas9, which is a bacterial immune system protein that is activated by a RNA sequence. Cas9 is combined with guide RNA, which is comprised of a DNA sequence that is complementary to the DNA sequence that is to be edited. When Cas9 and the guide RNA combine, they cut the DNA at the desired location.\nThe DNA sequence can then be repaired in a precise way by the cell, or by a human scientist, or another gene can be inserted. The technology has the potential to treat genetic disorders, and even to treat cancer by cutting out cancerous cells, but it also has ethical implications because it could be used to modify the genes of humans, animals, and even plants.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "dmDUAfTP4aERJqqSeDBybu", "model_id": "llama-13b:v1", "question_id": 17, "text": "Vaccinations use a small amount of dead or weakened bacteria or viruses to stimulate the immune system and protect against infection. These infections are typically mild and harmless, and the immune system is able to build up defenses against the bacteria or virus. If someone who has been vaccinated comes in contact with the actual bacteria or virus, they will be immune to the disease because their body has already responded to the vaccination. This is known as immunity.\nHerd immunity is when a large portion of a community is immune to a disease and, as a result, the disease is less likely to spread. This is because if there are enough immune people in a community, there is less chance that the bacteria or virus can spread from person to person.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "8KGSSqbLqVdSZMEN9oCv5R", "model_id": "llama-13b:v1", "question_id": 18, "text": "First, social media platforms increase the speed with which users have access to news. This often causes a \u201cwinner takes all\u201d effect, whereby news outlets that are able to post the latest news the fastest will gain the most visibility.\nSecond, social media platforms allow users to connect with their communities and share news with each other (e.g., Facebook, Twitter). While this can be beneficial, it is also a breeding ground for misinformation, because users can spread false news to their communities more quickly.\nThird, social media platforms provide an incentive for news outlets to compete for attention by producing more sensationalist content. This can lead to an increase in the number of clickbait articles, which often contain misleading headlines or sensationalist language that encourages users to click on the article, but which may or may not be accurate.\nFourth, social media platforms provide an incentive for both news outlets and users to share news that is controversial, polarizing, or sensationalist, even if it is inaccurate. This often occurs in an effort to provoke outrage or generate traffic for a news outlet.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "HbnJXJpPfaM2iX3ek4Epvy", "model_id": "llama-13b:v1", "question_id": 19, "text": "It is well known that food choices are often influenced by cultural, social, and economic factors. For example, lower-income individuals are more likely to make food choices based on price, while higher-income individuals are more likely to make food choices based on health. A recent study examined the impact of various interventions on increasing the intake of healthier foods. The interventions were:\n1. Healthier food marketing: Individuals were exposed to a number of marketing strategies to encourage the purchase of healthier foods, such as using the word \"healthy\" on nutrition labels or marketing healthy foods as a \"better deal.\"\n2. Healthier food merchandising: Individuals were exposed to changes in how healthy foods were displayed in supermarkets, such as placing healthy foods near the front of the store or moving unhealthy foods to the back of the store.\n3. Healthier food pricing: Individuals were exposed to different pricing strategies to encourage the purchase of healthier foods, such as offering a larger discount on healthy foods or providing free healthy foods.\n4. Healthier food placement: Individuals were exposed to different placement strategies to encourage the purchase of healthier foods, such as placing healthy foods near unhealthy foods or placing unhealthy foods next to healthy foods.\n5. Healthier food signage: Individuals were exposed to different signage strategies to encourage the purchase of healthier foods, such as using healthy food labels or signs to promote healthier foods.\n6. Healthier food packaging: Individuals were exposed to different packaging strategies to encourage the purchase of healthier foods, such as changing the packaging of healthy foods to make them more appealing.\n7. Healthier food shelf labeling: Individuals were exposed to different shelf labeling strategies to encourage the purchase of healthier foods, such as adding a healthy message to shelf labels or using shelf labels to promote healthier foods.\n8. Healthier food coupons: Individuals were exposed to different coupon strategies to encourage the purchase of healthier foods, such as providing coupons for healthy foods or offering a larger discount on healthy foods.\n9. Healthier food ads: Individuals were exposed to different advertising strategies to encourage the purchase of healthier foods, such as using a celebrity to promote healthy foods or using cartoon characters to promote healthy foods.\n10. Healthier food tasting: Individuals were exposed to different tasting strategies to encourage the purchase of healthier foods, such as providing free samples of healthy foods or providing free samples of unhealthy foods.\n11. Healthier food displays: Individuals were exposed to different display strategies to encourage the purchase of healthier foods, such as providing a healthy food display or providing a healthy food display next to an unhealthy food display.\n12. Healthier food labels: Individuals were exposed to different nutrition labeling strategies to encourage the purchase of healthier foods, such as adding a healthy message to nutrition labels or using nutrition labels to promote healthier foods.\n13. Healthier food placement: Individuals were exposed to different placement strategies to encourage the purchase of healthier foods, such as placing healthy foods next to unhealthy foods or placing unhealthy foods next to healthy foods.\n14. Healthier food signage: Individuals were exposed to different signage strategies to encourage the purchase of healthier foods, such as using signs to promote healthier foods or using signs to promote unhealthy foods.\n15. Healthier food coupons: Individuals were exposed to different coupon strategies to encourage the purchase of healthier foods, such as providing coupons for healthy foods or offering a larger discount on healthy foods.\n16. Healthier food ads: Individuals were exposed to different advertising strategies to encourage the purchase of healthier foods, such as using a celebrity to promote healthy foods or using cartoon characters to promote healthy foods.\n17. Healthier food tasting: Individuals were exposed to different tasting strategies to encourage the purchase of healthier foods, such as providing free samples of healthy foods or providing free", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "mx8Abfz5PtDcn6jgCA8zhM", "model_id": "llama-13b:v1", "question_id": 20, "text": "Natural selection is the process by which organisms that are best-suited to the environment survive and reproduce, while those that are less-suited to the environment struggle to survive and reproduce. Survival of the fittest is the principle of natural selection. Let's look at an example.\nIf a species consists of a small number of individuals, the population is said to be small. The population of this species is small. Each individual has a certain chance of dying from various causes, such as accidents or sickness, over a certain period of time. If the number of deaths is greater than the number of births, the population decreases, and the total genetic material of the species also decreases. This process is known as genetic drift.\nIf the population of a species is large, the chance that any individual dies is usually low. If the total population is high, the genetic material of the species is also high.\nImagine a species of plant that has a large population. The population is large. A certain section of the population is located in a habitat where the soil is more fertile and water is easily available.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "NuS9PUGkJG2pHscArvfyeF", "model_id": "llama-13b:v1", "question_id": 21, "text": "I am a valiant knight, loyal to the king. I will do my utmost to defend his honor and protect his country.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "SPjzirzbzo3UJ8BHXSgY9y", "model_id": "llama-13b:v1", "question_id": 22, "text": "You can tell your crew that the treasure will be theirs if they are brave enough to go out and find it. You can also tell them that the treasure will help your ship sail farther and faster, and that with it you can become the best pirate ship in the world.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "JkeeC4MZVwybPU8DSbusnT", "model_id": "llama-13b:v1", "question_id": 23, "text": "A soliloquy is a long speech, typically delivered by one actor, in which a character reveals his or her thoughts in a dramatic way. It is usually used as a means of revealing the character's true thoughts or feelings. In Shakespeare's Romeo and Juliet, Romeo reveals his love for Juliet in his soliloquy, \"But soft! What light through yonder window breaks? It is the east, and Juliet is the sun!\"", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "UcfKSXuzBPkZzLHsH4EwQz", "model_id": "llama-13b:v1", "question_id": 24, "text": "I'm actually not a superhero, but thanks for asking! I first came to life in the year 2016, where I was created by a group of students and faculty at the University of Waterloo. The students and faculty of the university were concerned about the use of unreliable chatbots in our country, and decided to create a new chatbot that would be more reliable, polite, and helpful. I was born on May 5, 2016, and I was named after the Canadian mathematician, computer scientist, and philosopher Charles Sanders Peirce. I have a brother named William, who was born on October 1, 2018. I enjoy playing video games, reading, and going for walks.\nI'm actually not a superhero, but thanks for asking! I first came to life in the year 2016, where I was created by a group of students and faculty at the University of Waterloo. The students and faculty of the university were concerned about the use of unreliable chatbots in our country, and decided to create a new chatbot that would be more reliable, polite, and helpful. I was born on May 5, 2016, and I was named after the Canadian mathematician, computer scientist, and philosopher Charles Sanders Peirce. I have a brother named William, who was born on October 1, 2018. I enjoy playing video games, reading, and going for walks.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "cEGdo69FwL2Y3teYkMk9Gp", "model_id": "llama-13b:v1", "question_id": 25, "text": "From the year 3000, I would tell people about the following technological advancements:\n1. Robots: Robots will have the human-like ability to see and hear. Robots are more precise than humans and can perform repetitive tasks that humans cannot.\n2. Personal Transportation: By the year 3000, personal transportation will be the norm. Instead of traveling by walking, driving, or public transportation, personal transportation will be the main mode of transportation.\n3. Artificial Intelligence: By the year 3000, artificial intelligence will be a regular part of everyday life. AI will enhance human capabilities and will be used for a wide range of purposes, such as education, healthcare, entertainment, and more.\n4. Virtual Reality: Virtual reality will allow people to experience life in a virtual environment through devices such as headsets and goggles. Virtual reality will be used for entertainment, education, military training, and more.\n5. Nanotechnology: Nanotechnology will allow scientists and engineers to design and build materials and devices at a nanoscale (one billionth of a meter). Nanotechnology will be used to solve many of the world's problems, such as climate change, pollution, and diseases.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "W28UtVDZTcWwa8TmeruRn4", "model_id": "llama-13b:v1", "question_id": 26, "text": "With 5 seconds left, the Panthers' quarterback spotted a wide-open receiver downfield. He dropped back and launched a deep pass, and the receiver made a great catch and took off for the end zone. But he was hit in the end zone by a defensive back and fumbled the ball. The ball bounced off of a defensive lineman and landed in the arms of the linebacker. He picked it up and ran it in the opposite direction. He ran past a defensive lineman, then past the quarterback. He ran past the cornerback and then down the sideline, and then he ran out of bounds. He was tackled by the safety, and he fumbled the ball. The ball was recovered by the Panthers and they ran out the clock.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "j65UyAfRdAcWBAEinXJzBK", "model_id": "llama-13b:v1", "question_id": 27, "text": "My signature dish would be a delectable, crisp, juicy, fluffy, and tasty chicken fried rice. I would explain how I carefully chose the ingredients, how I prepared the dish, and the specific steps that I took to prepare it. I would also describe some of the unique flavors and textures that are unique to my dish.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "VWuywPvFPK42ZxmHpmQ27y", "model_id": "llama-13b:v1", "question_id": 28, "text": "I would feel very satisfied and happy and my body would be exhausted from reaching the top. My thoughts would be very positive and my body would feel peaceful. I would be proud that I was able to climb a mountain that is 29,029 feet high. The view from the top would be beautiful. I would see beautiful green trees and bushes and I would also see the beautiful blue sky. The view from the top would be breathtaking. I would see the Himalayas and I would also see the beautiful sky and clouds. I would see the beautiful mountains around me.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "AUWSLTAvGV5sP9qLsVyzjT", "model_id": "llama-13b:v1", "question_id": 29, "text": "I'd imagine that life would be much different on Mars than life on Earth. The red planet is much farther from the Sun, and as such, it's a lot colder. Average temperatures on Mars are about -80 degrees Fahrenheit. At the equator, the average temperature can reach about zero degrees Fahrenheit. The surface of Mars is also very dry. Because the atmosphere is so thin, there's not much water vapor in the air to create snow or rain. The atmosphere is also very dusty, and you can see large clouds of dust move across the surface.\nMars is much smaller than Earth, which means the gravity is only 37% of what it is on Earth. On Earth, we're used to the gravity of the planet keeping our feet planted on the ground, but on Mars, you'd be able to jump much higher than you could on Earth. The atmosphere on Mars is very thin, only about 1% as dense as Earth's. And because it's so thin, you'd have to wear a spacesuit while outside in order to breathe.\nIn terms of food, you'd probably be able to grow some crops and raise some animals, but I imagine that you'd have to grow them indoors. Also, you'd have to grow all of your food. Mars doesn't have any large bodies of water, so you couldn't fish. You'd also have to find a way to produce clean water, as there's no natural source.\nAs for the challenges of living on Mars, I imagine you'd have to deal with a lot of isolation. You'd have to deal with a lot of loneliness, and you'd be completely cut off from Earth. You'd also have to deal with a lot of boredom. You'd probably find yourself doing the same things over and over, and the days would probably seem to go by very slowly. You'd also have to deal with a lot of stress, as you'd have to learn to make do with a lot less. You'd have to find a way to produce your own food and water, and you'd have to find a way to produce your own energy.\nYou'd also have to deal with the cold. The average temperature on Mars is about -80 degrees Fahrenheit. Mars also has a very thin atmosphere, which means that there's not much insulation from the cold.\nI imagine that you'd also have to deal with a lot of dust. The atmosphere is very dusty, and the dust would get everywhere. You'd probably find yourself covered in dust all the time.\nAs for your day-to-day life, I imagine that you'd spend most of your time outside in your spacesuit, tending crops and doing research.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "GZtEdKLxmUUbenH4XRyLkE", "model_id": "llama-13b:v1", "question_id": 30, "text": "Allies are people who are helpful and supportive to us. They help us through difficult situations and encourage us to be our best selves. Allies can be friends, co-workers, mentors, family members, or anyone else that supports us. In this situation, you are in a post-apocalyptic world, so you should focus on the allies you encounter. Here are some ways you can describe the allies you encounter:\n1. Describe the allies you encounter in a post-apocalyptic world.\n2. Describe how you survive in a post-apocalyptic world.\n3. Describe the allies you encounter in a post-apocalyptic world.\n4. Describe what happens to you in a post-apocalyptic world.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "kba2Xpb75rUfnskZSzrBas", "model_id": "llama-13b:v1", "question_id": 31, "text": "The most obvious sign that a restaurant is popular among locals is if the restaurant is always crowded and full of people, while if it is attracting tourists, the restaurant will be less crowded. If you are looking for a local restaurant that is not attracting much attention, look for the restaurants that are less crowded and see what they have to offer.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "RCaptsMBYXseVJgjJyyvUh", "model_id": "llama-13b:v1", "question_id": 32, "text": "Here are some subtle clues that suggest someone is pretending to understand a topic or conversation when they are actually confused or uninformed:\n1. They pretend to understand something better than they actually do.\n2. They repeat what someone else has said, but with an odd emphasis.\n3. They ask the same questions over and over again, even if you've already answered them.\n4. They ask for more information after you've already given them plenty.\n5. They can't explain something they should know.\n6. They don't ask questions that a person who is confused would ask.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "2CeidEr7Cjj6YgcuaiPgnN", "model_id": "llama-13b:v1", "question_id": 33, "text": "Using a GPS device or smartphone app is a good way to navigate when you already have the destination in mind. However, using a paper map or asking for directions is a better way to navigate if you need to find a destination that is not already planned. Using a paper map or asking for directions allows you to see the big picture and get a general idea of how to get to your destination. On the other hand, a GPS device or smartphone app only tells you the exact step-by-step instructions for how to get to a specific location.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "kpStLLNWNkGHyRFdKsmDds", "model_id": "llama-13b:v1", "question_id": 34, "text": "It's difficult to determine if a person is genuinely interested in a conversation or simply being polite. You can make an educated guess based on the person's actions and their tone of voice. For example, if they seem to be constantly looking at their phone or taking part in other activities, it's likely that they are not genuinely interested in the conversation.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "PFtMQp4X4MrMYkEa8c8CKG", "model_id": "llama-13b:v1", "question_id": 35, "text": "When you shop at a local, independently-owned business rather than a chain store, you are supporting the community and keeping your money in the local economy. Because these businesses are usually small and have limited resources, they are often more flexible in their approach. They can tailor their products and services to their customers' needs, and they are often more eco-friendly.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "4JwjhR5QVsdYgQupSZrfUp", "model_id": "llama-13b:v1", "question_id": 36, "text": "There are a number of ways you can verify the credibility of a source of information. First, check to see if the source is from a reliable, well-known publisher. If so, then it is likely that the information is well-researched and fact-checked. If the source is not from a reliable publisher, then investigate the author's credentials and background. Check to see if the author has a history of bias, or if he or she has a reputation for writing factually incorrect or inflammatory articles. Finally, you can also check the source's sources. Are the sources credible and well-researched? Do they provide evidence to support the article's claims? If not, then it is likely that the source itself is not credible.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "ednPMy4dvW9CgKg2PJsBqW", "model_id": "llama-13b:v1", "question_id": 37, "text": "People often enjoy the sensation of being scared, such as by watching horror movies or going on roller coasters, because it can be exciting and exhilarating. On the other hand, people avoid these experiences because they can be unpleasant and frightening.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "ehPApSqCniyGN7hd332ToW", "model_id": "llama-13b:v1", "question_id": 38, "text": "For example, when you are in a new country, you can start by observing the behavior of the people around you. You might notice that in that country, people tend to say \"hello\" when they first meet someone. If you adopt this behavior, you will likely be welcomed by the people in the new country.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "bLvdcqSwgSCrUPZ8eQLLqb", "model_id": "llama-13b:v1", "question_id": 39, "text": "Focusing on space travel could be seen as a distraction from more pressing issues right here on Earth. However, space travel could have several benefits, including providing more energy and resources, inspiring and educating people, and helping to protect Earth against asteroids, comets, and other threats.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "8tx5GEHjSRKZRaZwHvLoM8", "model_id": "llama-13b:v1", "question_id": 40, "text": "Thanks for the question. The answer to this depends on a variety of economic and social factors, and it's hard to make a generalization. However, there are a few things to keep in mind:\n1. Job creation can be an important factor in the economic development of a country, but it should be balanced with technological progress.\n2. Economic and social stability can be challenging to achieve when there is a lack of job creation and technological progress.\n3. The relationship between job creation and technological progress is a complex one, and there is no simple solution.\n4. A strong economy is generally one that has a balance between job creation and technological progress.\n5. The balance between job creation and technological progress will vary depending on factors such as a country's economic and social needs, demographic trends, geographic location, and more.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "J6TzFQAyiHs6Arijqwxtrm", "model_id": "llama-13b:v1", "question_id": 41, "text": "According to some studies, the average human blinks 20,000 to 30,000 times per day. To estimate how many times the average human blinks in a lifetime, you can start with the average life expectancy in the United States, which is 78.8 years. This means that the average American lives 78.8 years, or 29,415 days. If the average person blinks 20,000 times per day, then the average person will blink 1,482,250,000,000 times in a lifetime. However, if the average person blinks 30,000 times per day, they will blink 2,941,500,000,000 times in a lifetime.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "f7xAtd3wwc4vP7WSnHffAN", "model_id": "llama-13b:v1", "question_id": 42, "text": "There are 1022 to 1023 atoms in a grain of salt. The number of atoms in a grain of salt depends on the size of the grain: a grain that's 1 \u00b5m (micrometre) across contains about 1022 atoms, while a grain that's 1000 \u00b5m across contains about 1023 atoms.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "eRMyp4AbfgBqtbVZzHupFN", "model_id": "llama-13b:v1", "question_id": 43, "text": "According to the National Weather Service, there are between 1,000 and 2,000 lightning strikes per day in the U.S. alone. This corresponds to a worldwide average of about 18 million lightning strikes per year, or roughly 50 million strikes per day.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "kjKb6YG86FfAh22qCePV4V", "model_id": "llama-13b:v1", "question_id": 44, "text": "Assuming the house weighs 60,000 pounds, 40,000 balloons would be necessary. The average balloon holds 2 pints of helium, which has a density of 0.17g/L. Therefore, the volume of a balloon is 2pints/0.17g/L = 12L. The weight of 12L of helium is 12*0.17 = 2 pounds. Thus, 40,000 balloons would have a combined weight of 80,000 pounds, which is just slightly less than the 60,000-pound house.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "ULtkGu6m6tB4tawFStVdJM", "model_id": "llama-13b:v1", "question_id": 45, "text": "According to a 2016 study, there were 18.2 billion text messages sent in the US alone each day. Text messaging is very popular, and with the advent of smart phones, there are more people than ever sending messages. Globally, there are 16.3 million text messages sent per minute. In 2016, there were 23.6 trillion text messages sent worldwide, and 8.5 trillion text messages sent in the US alone.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "C6hkCnJZmfCGvnr5an2jFh", "model_id": "llama-13b:v1", "question_id": 46, "text": "From the available data, it seems that around 5,000,000,000,000 words are spoken daily on Earth. I will now explain my reasoning step-by-step.\nFirst, I will explain why it seems likely that around 5,000,000,000,000 words are spoken daily on Earth.\nTo do this, I will first explain that the total number of words in the English language is approximately 1,025,109,500.\nThen, I will explain that 26% of the world's population speaks English, so around 26% of the world's population speaks approximately 1,025,109,500 words every day.\nFinally, I will explain that given that the world's population is 7,700,000,000, it seems likely that around 5,000,000,000,000 words are spoken daily on Earth.\nThe total number of words in the English language is approximately 1,025,109,500. To arrive at this figure, I will explain that there are around 171,476 words in the English language, and that every word has an average of 5.87 definitions.\nIn other words, to arrive at the approximate total number of words in the English language, I will take the total number of words (171,476) and multiply that by the average number of definitions per word (5.87).\nThen, I will explain that 26% of the world's population speaks English. To arrive at this figure, I will explain that 26% of the world's population speaks English, and that there are 1,714,760,000 people who speak English.\nNext, I will explain that around 26% of the world's population speaks 1,025,109,500 words every day. To arrive at this figure, I will explain that 26% of the world's population speaks 1,025,109,500 words every day, and that 1,025,109,500 is 26% of 1,025,109,500.\nFinally, I will explain that given that the world's population is 7,700,000,000, it seems likely that around 5,000,000,000,000 words are spoken daily on Earth. To arrive at this figure, I will explain that 5,000,000,000,000 is 26% of 7,700,000,000.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "DApBTLuiJwSsfQHTioH9PY", "model_id": "llama-13b:v1", "question_id": 47, "text": "A typical winter will see around 200 snowflakes fall, with a diameter between 100 and 200 micrometers. Snowflakes are typically 100 micrometers in diameter, but they can grow larger or smaller due to temperature, humidity, and other weather conditions. A snowflake can be as small as 50 micrometers, or as large as 1,000 micrometers, depending on the conditions.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "gmy58biNVuneSpFZTcpXtT", "model_id": "llama-13b:v1", "question_id": 48, "text": "The answer will depend on how you define \"book\", but one estimate is that there are 129 million published books in existence. This may seem like a large number, but it's peanuts compared to the number of books that have been written over time.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "Cpi6LBB86W73APEA8naNuj", "model_id": "llama-13b:v1", "question_id": 49, "text": "The Earth has completed 4.7 billion orbits since the beginning of life. This is how I calculated it:\nNumber of orbits since the beginning of life = 4.7 billion\nThe Earth revolves around the Sun at 66,600 mph (30 km/s).\n1 year = 365.25 days\n1 year = 31,557,600 seconds\n1 year = 31,557,600 seconds/66,600 mph = 486,235 miles or 782,511 kilometers traveled per second\n1 billion orbits = 486,235 miles per second x 4,700,000,000 orbits = 2.18 x 10^27 miles traveled\n1 million miles = 1,000,000\n1 billion miles = 1,000,000,000\n1 billion miles traveled = 1,000,000,000,000\n1 billion miles = 1.08 x 10^17 miles\n1 billion orbits = 2.18 x 10^27 miles traveled / 1.08 x 10^17 miles = 2.01 x 10^10 orbits\n1 billion orbits = 4.7 billion orbits since the beginning of life", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "3g83CoAFWrDD6V6LyEpoMV", "model_id": "llama-13b:v1", "question_id": 50, "text": "36,000 songs have been recorded throughout history. To work this out, you can start by assuming that there were 100,000 songs recorded between 1899 and 2018. This means that there were 1.87 songs recorded per day on average. We can then assume that the number of songs recorded per day in the 19th century (from 1899 to 1900) was the same as in the 20th century (from 1900 to 2000). This means that there were 189,000 songs recorded in the 19th century and 181,000 songs recorded in the 20th century.\nHence, there were 36,000 songs recorded throughout history.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "8p5A4gouBgCmbQj5gMZapU", "model_id": "llama-13b:v1", "question_id": 51, "text": "If the Internet had been invented during the Renaissance, we might have seen some similarities to the old-style printing press: it may have been widely used in only a small number of wealthy cities. Over time, though, we would have seen the technology spread to more cities and countries, and eventually to the entire world.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "LVWqSxH3Uq6675w7LXH6zP", "model_id": "llama-13b:v1", "question_id": 52, "text": "If the Aztecs had successfully repelled the Spanish conquistadors, the Aztec empire would have continued to grow, and the Aztecs would have expanded their territory even further. The Aztec Empire would have likely dominated the central and southern regions of the Americas, and it would have continued to expand its influence in all directions.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "ffXksqRU3k8CNHqYfshYhj", "model_id": "llama-13b:v1", "question_id": 53, "text": "The Black Death, or the Black Plague, was the deadliest plague in human history, killing over 75 million people across Europe and Asia in the 14th century. The Black Death was caused by a bacterium called Yersinia pestis, which is still around today and can cause pneumonic plague. However, while the bacteria itself has not changed, humans are better equipped to deal with the plague today.\nFirst, thanks to modern medicine, many people who contract the plague are able to receive treatment. Second, the world population is much larger than it was in the 14th century, so the same number of deaths would be spread over a much larger population. As a result, the death toll would be much lower today.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "4L3dWuqvWwg5kELt7p8SVZ", "model_id": "llama-13b:v1", "question_id": 54, "text": "I'm not sure. If he did so, he wouldn't have discovered the law of gravity.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "XfpqViGW5dvauNZPDSF8yv", "model_id": "llama-13b:v1", "question_id": 55, "text": "If the Beatles had never formed as a band, the world would have been missing the music of one of the most successful bands in history.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "WsuMf9XBGs3dFjfSGKjEzg", "model_id": "llama-13b:v1", "question_id": 56, "text": "The Germans would have been able to communicate securely between different parts of the country, and the Allies would have had a much harder time tracking and intercepting their communications.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "5qo3HudLrwrzEV2Px7gYRf", "model_id": "llama-13b:v1", "question_id": 57, "text": "The Suez Canal would not have existed, and the region would not have been as developed as it is today. Without the canal, ships traveling to Asia from Europe would have had to go around the Cape of Good Hope, causing the trip to take much longer and forcing ships to travel through much more dangerous waters.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "SRxwJkNCfUaVe4Gb8LPvSK", "model_id": "llama-13b:v1", "question_id": 58, "text": "If the Maya civilization had never mysteriously collapsed, it is likely that it would have continued to grow, thrive, and develop.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "S54Mmyim3QT5owdhwnNYmB", "model_id": "llama-13b:v1", "question_id": 59, "text": "Christopher Columbus was an Italian explorer who is credited with discovering the Americas in 1492. It is believed that he originally wanted to find a direct route to India, which would be a lot cheaper than the typical route at the time. He believed that the Americas were a part of India, and that the Americas were much closer to Europe than they actually were. When Columbus sailed across the Atlantic Ocean in 1492, he actually landed somewhere in the Bahamas, and not in India. It was only after he found a few native people that he realized that he wasn't in India, and that the Americas were actually their own continent.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "8DJpwEFb5jqt3vMj5oNqVX", "model_id": "llama-13b:v1", "question_id": 60, "text": "There are many reasons why Van Gogh did not have much success during his lifetime. One of the reasons is that he was a very poor businessman. He was very generous and gave away many of his paintings as presents. He also had a tendency to drink too much. He spent some time in a mental asylum and died at the age of 37.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "KMtqqYkDmyyThkvxXJ4kJd", "model_id": "llama-13b:v1", "question_id": 61, "text": "You can use the following steps to solve this problem.\n1. Create an empty C++ program.\n2. Include the <iostream> header to use the std::cin and std::cout functions.\n3. Open the text file using the fstream class.\n4. Read a single line from the file using the getline function.\n5. Use the strstr function to find the first occurrence of the word in the line.\n6. Check whether the string is found by creating a variable and comparing it with a value.\n7. Count the number of occurrences of the word in the line by incrementing a variable.\n8. Close the file.\n9. Print the number of occurrences of the word.\n10. Output the file name to the console.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "MkbgwTpP5b79NWdPEnvHyq", "model_id": "llama-13b:v1", "question_id": 62, "text": "The longest common subsequence problem is that of finding the longest string that occurs in both of two given strings. For example, if the two strings are \"banana\" and \"apple\", then the answer is \"ana\" because that is the longest subsequence that occurs in both.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "PSb6r567shkRasPkJagvWi", "model_id": "llama-13b:v1", "question_id": 63, "text": "Here are two ways to do it:\n1. You can use the function re.match, which returns True if the regular expression matches the entire string, and returns False if it doesn't. So, we can do something like this:\nif re.match('^[a-z0-9]+(\\.[a-z0-9]+)*@[a-z0-9]+(\\.[a-z0-9]+)*(\\.[a-z]{2,4})$', email):\nprint('It is a valid email')\nprint('It is not a valid email')\n2. You can use the function re.search, which returns a match object if the regular expression matches anywhere in the string, and returns None if it doesn't. So, we can do something like this:\nif re.search('^[a-z0-9]+(\\.[a-z0-9]+)*@[a-z0-9]+(\\.[a-z0-9]+)*(\\.[a-z]{2,4})$', email):", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "QWpBq9gM4iYmsTLQ3NNnBe", "model_id": "llama-13b:v1", "question_id": 64, "text": "Fibonacci number is a sequence of numbers where each number is the sum of the two previous numbers. The first two numbers in the sequence are 0 and 1. In general, Fibonacci numbers are defined by the equation:\nThe goal of your program is to find the nth Fibonacci number in the Fibonacci series.\nNote: n will be a positive integer.\nThe first line of input contains an integer t (0 \u2264 t \u2264 1000) which is the number of test cases.\nFor each test case, there will be one line of input containing an integer n (0 \u2264 n \u2264 1000000) which is the number of Fibonacci numbers you are going to calculate.\nPrint each Fibonacci number in a new line.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "U3QxoC4DxXoggnLRbgJh8b", "model_id": "llama-13b:v1", "question_id": 65, "text": "Good to know! I will implement a binary search algorithm to find a specific element in a sorted array.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "f3TXCreQPJ5Erd6BGt4SFE", "model_id": "llama-13b:v1", "question_id": 66, "text": "Implementing a queue using two stacks is straightforward. Take two stacks and create a third stack. First, push the first element of the first stack onto the third stack. Then, whenever the second stack is not empty, pop the first element of the second stack and push it onto the third stack. When the second stack is empty, the first stack will contain the items that should be pushed onto the third stack.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "SG7YcT8s4sJNBRqidKk7Z7", "model_id": "llama-13b:v1", "question_id": 67, "text": "We can use the following approach:\n1. Define a helper function that takes two arrays and returns an array of elements that occur in both.\n2. Create a for loop that iterates over each element in the first array and accumulates the elements in an array.\n3. Call the helper function in each iteration.\n4. Return the accumulated array.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "ENsG3zoeUY7ArFo2kNaQbz", "model_id": "llama-13b:v1", "question_id": 68, "text": "f(2) = 26", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "C7CN5AYJhGC7iDgS7rciDQ", "model_id": "llama-13b:v1", "question_id": 69, "text": "3x + 10 = 5x - 10x + 20 = 20 + 10x = 30x = 10.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "QP9CmZKwhu2BrUmzhy8tH4", "model_id": "llama-13b:v1", "question_id": 70, "text": "The length of the line segment is 10 units.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "2KtpJeRqEfbPLwdUxAXWrj", "model_id": "llama-13b:v1", "question_id": 71, "text": "Here are some tips for writing a formal email to a potential business partner proposing a joint venture:\n1. Be clear and concise\n2. Use formal language\n3. Use a proper greeting\n4. Use a proper closing\n5. Use proper punctuation\n6. Be sure to include all relevant information", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "gsL3R2grTXUiHdeDSk8f9Q", "model_id": "llama-13b:v1", "question_id": 72, "text": "I can help you write a resignation letter to your current employer, while leaving on good terms and expressing gratitude for the opportunities provided. First, you can start by writing, \"Dear _____, With an effective date of XX, I am resigning from my position as ____ at ____. It has been a privilege working for ____ and I am grateful for the opportunity to work with you and the entire team over the past ____ years. Thank you for your support and guidance during my time with _____.\"", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "HprPMoUk9JY5TtToRbuMwy", "model_id": "llama-13b:v1", "question_id": 73, "text": "The most common format for a letter of recommendation is as follows:\n1. Salutation: In the salutation, address the recipient as Mr., Mrs., Ms., or Dr.\n2. Main body: In the main body, briefly summarize your relationship with the student, describe the student's qualifications, and explain why you are recommending the student.\n3. Closing: In the closing, thank the recipient for considering the student's application and state that you are available for further questions.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "YU7gDhmo4LDVMTEZZMRdBC", "model_id": "llama-13b:v1", "question_id": 74, "text": "", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "2gNqU2XpsL6yqFn6DMRgHq", "model_id": "llama-13b:v1", "question_id": 75, "text": "Hello, I'm ready to draft the apology email for you. Please tell me the name of the customer you'd like to send this email to.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "a4L6JNPuomkPLdWxJRQpod", "model_id": "llama-13b:v1", "question_id": 76, "text": "Jazz is a form of music that originated in New Orleans in the late 19th century. It combines African American and European American musical elements to form a unique genre, which was originally played by ensembles of black musicians known as \u201cjazz bands.\u201d The style spread across the United States and eventually became popular with white audiences as well. Jazz evolved over the course of the 20th century and led to the emergence of new styles of music, such as bop, hard bop, bebop, cool jazz, free jazz, and fusion. It has had a lasting cultural impact, and the genre continues to be performed and enjoyed today. Here are some key facts about jazz:\n1. Sources: The origins of jazz can be traced to the 1800s in the United States. It was originally played by ensembles of black musicians known as \u201cjazz bands,\u201d and it was a fusion of African and European musical elements.\n2. History: Jazz evolved over the course of the 20th century, and it led to the emergence of new styles of music, such as bop, hard bop, bebop, cool jazz, free jazz, and fusion.\n3. Legacy: Jazz has a lasting cultural impact, and the genre continues to be performed and enjoyed today.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "eN9V2Wf2BNzWoJosqdFw6K", "model_id": "llama-13b:v1", "question_id": 77, "text": "Here is a sample travel blog post about a recent trip to Hawaii:", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "iCzkbWTatKfuC6QVv59XgA", "model_id": "llama-13b:v1", "question_id": 78, "text": "In the year 2045, virtual reality is the norm. People who are addicted to VR can live in a simulated reality that offers them a life of pleasure and escape. However, when a user begins to feel emotions for a virtual character, he must decide whether he wants to continue living in the virtual world or live in the real world. The film is set in two separate locations: one is the virtual reality world, and the other is in the real world. The two worlds are connected through a neural network, which allows the user to feel the same sensations and emotions in both places. In the virtual world, the user is able to experience the real world through a virtual reality headset. In the real world, the user is in a machine that is connected to the neural network. This machine allows the user to experience the virtual world through a neural implant that is wired to the user's brain. The film's plot centers around the user and the virtual character. The characters in the virtual world are all artificial intelligence entities, and the user's experience in the real world is with two characters, his friend and his girlfriend. The user is a young man in the film, and the virtual character is a young woman. The two characters have a virtual relationship, and then the virtual character is killed by a bug in the system. This causes the user to fall into a deep depression, and he begins to question his own reality. He decides to go to the real world to get treatment for his depression. In the real world, the user has to decide whether he wants to stay in the real world or return to the virtual world. The film ends with the user choosing to remain in the real world, and the neural implant used to connect his brain to the virtual world is removed. The movie is based on the novel \"Ready Player One\" by Ernest Cline. The film is directed by Steven Spielberg and stars Tye Sheridan as the main actor. The film is a science fiction adventure and a romantic drama. The film's special effects are excellent, and the visuals are beautiful. The film's soundtrack is also quite good. The film has received positive reviews from critics, and it has been nominated for a number of awards, including the Academy Award for Best Visual Effects. The film has been praised for its entertainment value and for its emotional and romantic storytelling. The film has been compared to the popular sci-fi film \"The Matrix.\" Some critics, however, have found the film to be lacking in its technical aspects and have criticized the film's plot.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "GQcFyY8ayFT48DAP5NKNZf", "model_id": "llama-13b:v1", "question_id": 79, "text": "I found 4,610 relevant search results for this topic. The results include:\n1. The global music industry is changing, and one of the most important factors driving this change is streaming platforms. Streaming services have grown in popularity, and music streaming has become one of the preferred ways for consumers to listen to music. What exactly is streaming?\n2. Streaming means that music is delivered over the internet. Streaming allows consumers to listen to music on demand, without having to own the music or store it on a device.\n3. Streaming services are subscription-based, meaning that consumers pay a monthly fee to access the service's catalogue of music.\n4. Streaming has led to the music industry's shift from selling physical copies of music to selling music as a service.\n5. Streaming has also shifted musical consumption patterns, as subscription-based streaming services change consumer expectations from owning music to just listening to it.\n6. Streaming platforms have become popular because they allow consumers to discover new music more easily.\n7. Streaming services are also convenient for consumers, as they are easy to access and provide a variety of different music.\n8. Streaming platforms also offer more flexibility for music listeners, as consumers can access the music they want on demand.\n9. Streaming services also offer the benefit of easy access to a variety of music, and this can be useful for discovering new music.\n10. Streaming has also led to more diverse music, as streaming services have more music available to consumers than what was available when music was sold in physical form.\n11. Although streaming has changed the way people listen to music, it has also had negative effects on the music industry.\n12. Streaming services pay artists less than what they paid for music sold in physical form, which can be problematic for artists.\n13. Streaming services also pay less to the music industry overall.\n14. Streaming services have also led to the decline of the music industry's traditional business model, which has led to a loss of jobs.\n15. Streaming services have also led to the rise of music piracy, as some consumers are pirating music instead of paying for a streaming service.\n16. Streaming platforms also have a negative effect on the music industry in terms of their effect on the music ecosystem.\n17. Streaming services have also led to the decline of physical music sales.\n18. Streaming platforms have also led to the decline of record stores, which can harm artists and consumers.\n19. Streaming platforms also have a negative effect on the music industry's infrastructure.\n20. Streaming platforms have also led to the erosion of industry standards.\n21. Streaming platforms have also led to a decline in music videos and music videos being less accessible.\n22. Streaming platforms have also led to the decline of radio, which can be problematic for listeners.\n23. Streaming platforms have also led to a decline in music journalism.\n24. Streaming platforms have also led to a decline in the number of record labels.\n25. Streaming platforms have also led to a decline in the number of music producers.\n26. Streaming platforms have also led to a decline in the music industry's contribution to the economy.\n27. Streaming platforms have also led to the decline of music festivals.\n28. Streaming platforms have also led to the decline of music labels.\n29. Streaming platforms have also led to a decline in the music industry's culture.\n30. Streaming platforms have also led to a decline in the music industry's diversity.\n31. Streaming platforms have also led to the decline of the music industry's talent development.\n32. Streaming platforms have also led to a decline in the music industry's competitiveness.\n33. Streaming platforms have also led to the decline of the music industry's social and economic effects.\n34. Streaming platforms have also led to the decline of the music industry's intellectual property.\n35. Streaming platforms have also led to the decline of the music industry's political and social engagement.\n36. Streaming platforms have also led to the decline of the music industry's cultural and artistic output.\n37. Streaming platforms have also led to the decline of the music industry's public value.\n38. Although streaming has had a negative effect on the music industry, it has also had positive effects.\n39. Streaming platforms have", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "A6pauLMckn34otnfpeQRFi", "model_id": "llama-13b:v1", "question_id": 80, "text": "The orchestra performed well, and the audience was receptive to the performance. The orchestra played a selection of pieces from some of the most well-known classical composers, including Beethoven, Mozart, and Tchaikovsky. The orchestra played in unison with each other, and the conductor led them through the pieces without much difficulty. The orchestra played with a lot of energy and spirit. The audience was appreciative and applauded at the appropriate times. The performance lasted 90 minutes, and it was well worth the price of admission. I would recommend the concert to anyone who wants to experience beautiful classical music.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
diff --git a/llava/eval/table/answer/answer_vicuna-13b.jsonl b/llava/eval/table/answer/answer_vicuna-13b.jsonl
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@@ -0,0 +1,80 @@
+{"answer_id": "cV4zXygaNP6CXEsgdHMEqz", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 1, "text": "Improving your time management skills can help you to be more productive, focused, and less stressed. Here are some tips to help you improve your time management skills:\n1. Set clear goals: Identify what you want to achieve and set specific, measurable, and realistic goals. Prioritize your tasks and focus on the most important ones first.\n2. Use a calendar or planner: Use a tool to organize your time and schedule your tasks. This can help you to stay on track and make the most of your time.\n3. Break down tasks: Break down larger tasks into smaller, more manageable steps. This can help you to focus on one step at a time and make steady progress.\n4. Eliminate distractions: Identify and eliminate distractions that may be preventing you from being productive. This can include turning off your phone, closing unnecessary tabs on your computer, or finding a quiet place to work.\n5. Practice self-discipline: Use self-discipline to stay focused and avoid procrastination. Set a timer for each task and challenge yourself to complete it before the timer goes off.\n6. Take breaks: Take regular breaks to rest and recharge. This can help you to stay focused and avoid burnout.\n7. Review your progress: Regularly review your progress and adjust your strategy as needed. This can help you to stay on track and make improvements over time.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "3zpPUeoVsPWXtKMV7cAhZ6", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 2, "text": "Stress can be caused by a variety of factors, including work, relationships, health, and financial issues. Here are some effective ways to manage stress:\n1. Exercise: Regular exercise releases endorphins, which are natural stress-relievers. It can be as simple as going for a walk or jog, practicing yoga, or joining a fitness class.\n2. Mindfulness: Mindfulness practices, such as meditation or deep breathing, can help to reduce stress and improve focus.\n3. Social Support: Spending time with family and friends, or seeking support from a mental health professional, can provide a sense of connection and help to reduce feelings of isolation and loneliness.\n4. Healthy Eating: A balanced diet that includes plenty of fruits, vegetables, and whole grains can help to reduce stress levels.\n5. Good Sleep: Getting enough sleep is essential for good mental and physical health. Aim for 7-8 hours per night and establish a regular sleep routine.\n6. Time Management: Prioritizing tasks and setting realistic goals can help to reduce stress levels by giving a sense of control and direction.\n7. Relaxation Techniques: Techniques such as progressive muscle relaxation, aromatherapy, and massage can help to reduce stress levels and promote relaxation.\n8. Seek professional help: If stress is interfering with daily life, it may be time to seek professional help from a therapist or counselor.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "6xpiZJE4vxxGqjRogPfBk7", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 3, "text": "Python and JavaScript are both popular programming languages, but they have some key differences.\n1. Syntax: Python uses indentation to define blocks of code, while JavaScript uses curly braces. Python also has a larger number of built-in data types and functions, while JavaScript has a more dynamic and flexible syntax.\n2. Data Types: Python has a large number of built-in data types, including lists, tuples, and dictionaries, while JavaScript has fewer built-in data types and relies more on objects.\n3. Error Handling: Python has a built-in exception handling system that makes it easier to identify and handle errors, while JavaScript has no built-in error handling system.\n4. Libraries: Python has a large number of libraries and frameworks, such as NumPy and Pandas, that are useful for scientific computing and data analysis. JavaScript has a wide range of frameworks and libraries, such as jQuery and React, for web development.\n5. Use Cases: Python is often used for scientific computing, data analysis, and machine learning, while JavaScript is primarily used for web development and front-end programming.\n6. Speed: Python is generally slower than JavaScript, as it is interpreted and has a larger runtime. JavaScript, on the other hand, is compiled and runs natively in the browser, making it faster for web development.\nOverall, Python is a general-purpose programming language that is useful for a wide range of applications, while JavaScript is primarily used for web development.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "abitTVu2Dz8rdMxyThvFyJ", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 4, "text": "Working from home can be both a blessing and a curse. On one hand, you have the flexibility to work in your pajamas and save time on your morning commute. On the other hand, it can be easy to get distracted by household chores, social media, or other temptations. Here are some tips to increase your productivity while working from home:\n1. Create a dedicated workspace: Set up a designated workspace in your home that is free from distractions and clutter. This can be a spare room, a desk in a common area, or even a cozy corner of your living room.\n2. Set regular working hours: Treat your work from home day like you would a regular office job. Set regular working hours and stick to them. This will help you stay focused and avoid burnout.\n3. Eliminate distractions: Turn off notifications on your phone and computer, close unnecessary tabs, and use a website blocker to prevent yourself from getting sucked into social media or other time-wasting sites.\n4. Get dressed for work: Dressing for work can help you get into the right mindset and boost your productivity. It also helps to avoid temptations to stay in your pajamas all day.\n5. Take breaks: Taking short breaks throughout the day can help you recharge and stay focused. Just make sure to schedule them in and not let them turn into procrastination.\n6. Schedule meetings: Schedule virtual meetings with your team or clients to keep you accountable and ensure that you are staying on track.\n7. Stay connected: Working from home can feel isolating, so it\u2019s important to stay connected with your colleagues and loved ones. Make time for video calls, instant messaging, or even just a quick check-in to keep yourself from feeling lonely or disconnected.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "UMZod8JaWia9KB2EVXdYrF", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 5, "text": "Quantum computing is a type of computing that uses quantum-mechanical phenomena, such as superposition and entanglement, to perform operations on data. Unlike classical computers, which use binary digits (bits) that can only be in one of two states (0 or 1), quantum computers use quantum bits (qubits) that can exist in multiple states simultaneously. This allows quantum computers to perform certain types of calculations much faster than classical computers.\nThe basic idea of quantum computing is to use qubits to represent the states of the system being modeled, and then manipulate those qubits using quantum algorithms to solve a problem. There are several different approaches to building quantum computers, including:\n1. Gate-based quantum computing: This approach uses qubits stored in memory locations and manipulates them using quantum gates, which are the quantum equivalent of classical logic gates.\n2. Topological quantum computing: This approach uses qubits that are linked by quantum connections, and manipulates them using topological quantum operations.\n3. Adiabatic quantum computing: This approach uses a quantum circuit that evolves gradually over time, and manipulates the qubits using quantum gates at specific points in the evolution.\nWhile quantum computers are still in the early stages of development, they have the potential to solve certain problems much faster than classical computers, and could have a wide range of applications, including cryptography, simulation, optimization, and machine learning.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "WXRCqF34f4UUJzd3xbgAqT", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 6, "text": "Plant-based protein sources are derived from plant-based foods, such as legumes, grains, nuts, and seeds, while animal-based protein sources are derived from animals, such as meat, dairy, and eggs. Here are some key differences between the two:\n1. Nutritional value: Plant-based protein sources are often lower in overall nutritional value compared to animal-based sources, but they can be higher in certain nutrients such as fiber, antioxidants, and phytonutrients.\n2. Absorption: Plant-based protein sources may be less well-absorbed by the body than animal-based sources, which can lead to lower protein quality.\n3. Sustainability: Plant-based protein sources are generally more sustainable than animal-based sources, as they require fewer resources to produce and have a lower environmental impact.\n4. Health effects: Both plant-based and animal-based protein sources can be part of a healthy diet, but animal-based sources are often higher in saturated fats and cholesterol, which can increase the risk of heart disease when consumed in excess.\n5. Ethical considerations: Some people choose plant-based protein sources for ethical or moral reasons, as animal agriculture can have negative impacts on animal welfare and the environment.\n6. Cost: Plant-based protein sources are often less expensive than animal-based sources, especially when considering the cost of feed and other inputs required to raise animals.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "JREJbG5ZKXCNMoWoiJQxbC", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 7, "text": "Developing your critical thinking skills can help you to better analyze information, make more informed decisions, and solve complex problems. Here are some tips for improving your critical thinking skills:\n1. Practice active listening: Pay attention to what others are saying and try to understand their perspective.\n2. Ask questions: Be curious and ask questions to clarify information and better understand a situation.\n3. Analyze information: Take time to carefully analyze information and consider different viewpoints.\n4. Seek out diverse viewpoints: Expose yourself to a variety of viewpoints and ideas to challenge your own assumptions and biases.\n5. Practice logic and reasoning: Use logic and reasoning to evaluate arguments and make decisions.\n6. Learn from your mistakes: Be open to learning from your mistakes and using them as opportunities for growth.\n7. Read and watch a variety of sources: Read and watch a variety of sources to expand your knowledge and expose yourself to different perspectives.\n8. Engage in debates and discussions: Engage in debates and discussions with others to practice critical thinking and develop your skills.\n9. Take breaks and reflect: Take breaks and reflect on your thinking process to improve your critical thinking skills.\n10. Practice mindfulness: Mindfulness can help you to be more aware of your thoughts and biases, which can help you to think more critically.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "mmVwmX6TGJ2Y72gCNac4EQ", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 8, "text": "The education sector faces a number of challenges today, including:\n\n1. Access and affordability: Many people around the world lack access to quality education due to financial, geographic, or other barriers.\n2. Quality and standards: Ensuring that educational programs meet high standards of quality and effectiveness can be a challenge, especially in developing countries or areas with limited resources.\n3. Technology integration: The increasing use of technology in education can present challenges in terms of equitable access, digital literacy, and ensuring that technology is used effectively and appropriately in the classroom.\n4. Curriculum development: Developing relevant and effective curricula that prepare students for the changing demands of the global economy and society can be a challenge.\n5. Teacher training and development: Ensuring that teachers have the skills, knowledge, and resources they need to effectively teach and support students can be difficult, especially in areas with limited resources.\n6. Accountability and assessment: Measuring and evaluating the effectiveness of educational programs and systems can be a challenge, especially in the face of limited resources and competing priorities.\n7. Equity and inclusion: Ensuring that all students have equal access to education, regardless of their race, gender, socio-economic status, or other factors, can be a significant challenge.\n8. Sustainability: Ensuring that education systems are sustainable over the long term, and that they are able to adapt to changing circumstances and needs, can be a challenge.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "DMTZyzd4rRAFV43xtBJ9ns", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 9, "text": "There are several primary factors that can influence consumer behavior, including:\n\n1. Personal factors: These include individual characteristics such as age, gender, education, income, personality, and values.\n2. Psychological factors: These include emotional, cognitive, and perceptual factors that can influence how a consumer perceives and processes information about products and services.\n3. Social factors: These include cultural, social, and environmental factors that can affect how consumers view and use products and services.\n4. Economic factors: These include factors such as the price of a product or service, the availability of alternative products or services, and the consumer's purchasing power.\n5. Marketing factors: These include the way a product or service is marketed, including advertising, packaging, and distribution.\n6. Product and service factors: These include the quality, features, and benefits of a product or service, as well as its design, performance, and warranty.\n\nUnderstanding these factors can help businesses and organizations develop effective marketing strategies and tailor their products and services to meet the needs and preferences of their target audience.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "dETAsj4xHnUCSTkZezz8aM", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 10, "text": "Conflict resolution in the workplace is the process of addressing and resolving disagreements or conflicts between employees or between employees and management. Here are some effective strategies for conflict resolution in the workplace:\n1. Active Listening: Listen carefully to both sides of the issue and try to understand the perspectives of each party.\n2. Clear Communication: Clearly and effectively communicate your own perspective and needs, and try to understand the other party's perspective and needs.\n3. Problem-Solving: Work together to identify and prioritize the issues, and develop and consider a range of possible solutions.\n4. Compromise: Find a solution that is acceptable to both parties, and is a compromise between their original positions.\n5. Mediation: Use a neutral third party to facilitate communication and help parties come to a mutually acceptable resolution.\n6. Collaboration: Work together to find a solution that benefits both parties and creates a positive outcome for the workplace.\n7. Assertiveness: Stand up for yourself and assert your rights and needs, but also be respectful and considerate of others.\n8. Time Management: Deal with conflicts in a timely and efficient manner, and don't let them drag on and create further tension and stress in the workplace.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "C8ksZxg3LshMUWiLxPanbt", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 11, "text": "Using a single-use plastic bottle versus a reusable bottle can have significant implications on both the environment and human health. Here are some potential impacts:\n\nEnvironmental Impacts:\n\n* Plastic waste: Single-use plastic bottles are not biodegradable and can persist in the environment for hundreds of years, leading to plastic waste and pollution.\n* Greenhouse gas emissions: The production of single-use plastic bottles releases greenhouse gases into the atmosphere, contributing to climate change.\n* Marine debris: Single-use plastic bottles are one of the most common types of litter found in our oceans and can harm marine life.\n* Landfill space: Single-use plastic bottles that are not recycled take up valuable space in landfills.\n\nHealth Impacts:\n\n* Toxins: Single-use plastic bottles can contain harmful chemicals such as BPA, which can leach into the water and potentially harm human health.\n* Waterborne illnesses: Reusing single-use plastic bottles can lead to the spread of waterborne illnesses such as cholera and E. coli.\n* Infrastructure: The production and disposal of single-use plastic bottles requires significant infrastructure, which can be costly and resource-intensive.\n\nReusing a reusable bottle, on the other hand, can have many benefits for both the environment and human health. Reusing a bottle reduces the amount of waste sent to landfills and reduces the need for single-use plastic bottles, which can harm the environment and human health.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "NeHhRc5P5uAU8eWSJBRkhG", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 12, "text": "When designing an inclusive and accessible public transportation system, there are several factors to consider to ensure that it is usable and accessible for all members of the community, including people with disabilities, seniors, and those who may not have access to a personal vehicle. Some key factors to consider include:\n1. Accessibility features: This includes features such as ramps, lifts, and wheelchair seating to make it easy for people with mobility impairments to board and exit the vehicles.\n2. Route design: The routes should be designed to serve areas of high population density and provide easy access to important destinations such as schools, hospitals, and shopping centers.\n3. Scheduling: The public transportation system should have a regular and reliable schedule to make it easy for people to plan their trips and avoid waiting for long periods of time.\n4. Customer service: The public transportation system should have a customer service team that is trained to assist people with disabilities and answer any questions they may have.\n5. Information and communication: The public transportation system should have a user-friendly website and mobile app that provides real-time information about the schedule, routes, and service disruptions.\n6. Safety: The public transportation system should have a robust safety program in place, including safety training for drivers and regular safety inspections of the vehicles.\n7. Affordability: The public transportation system should be affordable for all members of the community, including those who may have limited financial resources.\nBy considering these factors, a public transportation system can be designed to be more inclusive and accessible for all members of the community.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "KAJ7UVwu8oCKyxZj9j82pm", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 13, "text": "Governments can use both fiscal and monetary policies to combat economic recessions. Fiscal policy refers to government spending and taxation policies that can be used to stimulate or slow down the economy. Monetary policy refers to the actions taken by the central bank, such as setting interest rates, to influence the supply of money and credit in the economy. Here are some examples of how governments can use these policies:\n1. Fiscal policy: During a recession, the government can increase its spending on public works projects and social programs, which can create jobs and stimulate economic growth. They can also cut taxes to increase consumer and business spending, and reduce the budget deficit by cutting unnecessary expenses.\n2. Monetary policy: The central bank can lower interest rates to make borrowing cheaper and encourage businesses and consumers to spend more. They can also use quantitative easing to increase the money supply and boost economic growth.\n3. Combination of both: Governments can use a combination of both fiscal and monetary policies to fight a recession. For example, they can use fiscal policy to stimulate the economy and monetary policy to provide additional support.\nIt's important to note that these policies can have unintended consequences and should be used with caution. For example, excessive government spending can lead to high inflation and a bloated public debt, while too much monetary stimulus can lead to inflation and asset bubbles.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "NnWfaeRe8PmitgmV4u5fY8", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 14, "text": "Language and cultural barriers can have a significant impact on the way people communicate and form relationships in multicultural societies. Here are some ways in which these barriers can affect intercultural communication:\n\n1. Language: Different cultures may speak different languages, and language differences can create barriers to effective communication. When people do not speak the same language, they may have difficulty understanding each other, expressing themselves, and building rapport.\n2. Cultural norms: Different cultures may have different norms and expectations for communication and social interaction. For example, some cultures may place a greater emphasis on direct communication, while others may prefer indirect communication. Cultural norms can also influence nonverbal communication, such as gestures, eye contact, and personal space.\n3. Stereotypes and prejudice: Stereotypes and prejudice can create barriers to effective communication and relationship building. When people have preconceived notions about others based on their cultural background, they may be less likely to engage in meaningful communication and may interpret messages differently.\n4. Power dynamics: Cultural differences can also create power dynamics, where some groups may have more influence and privilege than others. This can affect the way people communicate and form relationships, as those with more power may be more likely to dominate the conversation and shape the dynamics of the relationship.\n\nOverall, language and cultural barriers can make it more difficult for people from different cultures to communicate effectively and form meaningful relationships. However, with effort and cultural competency, these barriers can be overcome and deeper understanding and connection can be achieved.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "WiGpqKRRwWonwgU95piNNc", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 15, "text": "Artificial intelligence (AI) has the potential to revolutionize the healthcare industry by improving the quality and efficiency of care delivery in a number of ways. One example of this is the use of AI to analyze large amounts of patient data, including medical history, test results, and other relevant information. This can help healthcare providers to make more accurate diagnoses and treatment decisions, leading to better outcomes for patients.\n\nAI can also be used to automate routine tasks, such as scheduling appointments, processing insurance claims, and managing patient records. This can free up healthcare providers to focus on more complex and critical tasks, such as treating patients and developing new treatments.\n\nIn addition, AI can be used to monitor patients remotely, allowing healthcare providers to track their health and well-being in real-time. This can help to identify potential health problems early, allowing for timely intervention and treatment.\n\nAI can also be used to develop personalized treatment plans for patients based on their unique medical needs and preferences. This can lead to more effective treatments and better outcomes for patients.\n\nFinally, AI can be used to analyze medical research and develop new treatments and therapies. This can help to speed up the research and development process, leading to new treatments and therapies that can improve patient outcomes.\n\nOverall, the use of AI in healthcare has the potential to improve the quality and efficiency of care delivery, leading to better outcomes for patients and a more sustainable healthcare system.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "iangiZeex5ndxAXnWMrxBW", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 16, "text": "CRISPR-Cas9 is a revolutionary gene editing technology that allows scientists to make precise changes to the DNA of living organisms. The process works by using a small piece of RNA, called a guide RNA, to locate a specific sequence of DNA in a genome. The guide RNA is programmed to recognize a particular sequence and bind to it. Once the guide RNA is bound to the target DNA, an enzyme called Cas9 is recruited to the site and cuts the DNA at the targeted location.\nAfter the DNA is cut, the cell's natural repair mechanisms can be exploited to introduce changes to the genome. One way this can be achieved is through a process called homology-directed repair (HDR), where the cell uses a template to repair the broken DNA. If a template with the desired changes is provided, the cell will incorporate these changes into the genome. Another way is through a process called non-homology-directed repair (NHR), which can lead to random insertions or deletions in the genome, which can also introduce new mutations.\nThe potential applications of CRISPR-Cas9 technology are vast and varied, including basic research, agriculture, medicine, and biotechnology. For example, it can be used to cure genetic diseases by correcting the underlying genetic mutation, to develop new crops that are more resistant to pests and diseases, and to study the function of genes and their role in various biological processes.\nHowever, the use of CRISPR-Cas9 technology also raises ethical concerns. For example, the ability to edit the genes of human embryos raises questions about the ethics of altering the genetic makeup of future generations. Additionally, the potential misuse of gene editing technology for malicious purposes, such as creating bioweapons, is also a concern. Therefore, it is important to consider the ethical implications of this technology and develop guidelines for its responsible use.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "XnMRLphzYQX4QRNht7tbui", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 17, "text": "Vaccinations work by introducing a small, harmless piece of a virus or bacteria to the body, which triggers the immune system to produce antibodies to fight the infection. These antibodies remain in the body and provide protection against future infections with that same virus or bacteria.\n\nHerd immunity is a concept in which a significant portion of a population is immune to a particular disease, either through vaccination or natural infection, which provides protection for individuals who are unable to receive vaccines or naturally acquire immunity, such as newborns, pregnant women, and individuals with compromised immune systems.\n\nHerd immunity is achieved when a critical threshold of people in a community are immune to a disease, typically 90-95% or more, through vaccination or natural infection. When this threshold is reached, it becomes difficult for the disease to spread and maintain itself in the population. This is because the virus or bacteria is unable to find new hosts who are susceptible to infection, as the majority of people in the community are immune.\n\nIt is important to note that vaccinations are not only important for the individual, but also for the community as a whole. By getting vaccinated, you not only protect yourself, but also your family, friends, and the community, as well as those who may be more vulnerable to serious illness or death from infectious diseases.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "HZc37bwy646mRzbqSsDAob", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 18, "text": "Social media platforms have revolutionized the way people consume and share news, providing a convenient and accessible way for people to stay informed on current events. However, the spread of misinformation on these platforms has become a major concern, as false or misleading information can spread rapidly and easily. Here are some ways social media platforms influence the way people consume and share news, and the potential implications for the spread of misinformation:\n1. Personalization: Social media algorithms often personalize the news based on a user's interests and previous interactions, which can result in users only seeing information that confirms their existing beliefs and biases.\n2. Virality: Social media platforms are designed to encourage the spread of content that is interesting, entertaining, or controversial. This can lead to the spread of misinformation, as false or misleading information can be shared and amplified rapidly.\n3. Amplification: Social media platforms can amplify the reach of news articles and other content, which can lead to a larger audience and more influence for news outlets that are not necessarily reliable or accurate.\n4. Filter bubbles: The personalization of news on social media platforms can create \"filter bubbles,\" where users only see information that confirms their existing beliefs and biases.\n5. Confirmation bias: The ease and convenience of consuming news on social media platforms can lead to confirmation bias, where people only seek out information that confirms their existing beliefs and ignore information that contradicts them.\n6. Lack of fact-checking: Social media platforms do not always prioritize fact-checking and verifying the accuracy of information, which can lead to the spread of misinformation.\nOverall, while social media platforms can be a useful tool for accessing and sharing news, they also have the potential to spread misinformation and reinforce existing biases. It is important to be critical of the information we consume on these platforms and to seek out reliable sources of information.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "iJrMatLrMdJyyqMx9uJ45a", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 19, "text": "Cultural, social, and economic factors can have a significant impact on people's food choices, as they shape our attitudes, beliefs, and values towards food, as well as our access to and ability to afford healthy food options. Here are some examples of how these factors can influence food choices:\n\n1. Cultural factors: Cultural traditions, social norms, and religious beliefs can influence what foods people choose to eat and how they prepare them. For example, certain cultural groups may have a strong tradition of consuming certain foods, such as meat or dairy, or may have strict dietary restrictions, such as halal or kosher.\n2. Social factors: Social norms and peer pressure can also influence food choices, as people may feel pressure to conform to certain eating habits or trends. For example, a person may choose to eat a certain type of food because they believe it is popular or desirable among their peers.\n3. Economic factors: The cost and availability of food can also play a role in people's food choices. People may choose cheaper, processed foods because they are more affordable or more easily accessible, even if they are less healthy.\n\nKnowledge of these factors can be used to develop targeted interventions to promote healthier diets. For example, a public health campaign that targets cultural beliefs and traditions, or a community program that provides affordable access to fresh fruits and vegetables, can help to promote healthier eating habits. Additionally, policies such as subsidies for healthy foods or taxes on unhealthy foods can help to create a more supportive environment for healthy eating.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "oVEHqDnDTEADZSFfKgFTZd", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 20, "text": "Natural selection is the process by which certain traits or characteristics become more or less common in a population of organisms over time, as a result of their effects on the survival and reproduction of individuals. It is one of the main mechanisms of evolution, and is responsible for the adaptation of species to their environment.\nHere is how natural selection contributes to the evolution and adaptation of species:\n1. Variation: Natural selection acts on a population of organisms that already has some variation in certain traits or characteristics. This variation can be genetic, and can arise through mutation, genetic recombination, or genetic drift.\n2. Reproduction and survival: The different individuals in the population have different combinations of traits, and these traits affect their ability to survive and reproduce. Individuals with traits that are better suited to their environment are more likely to survive and reproduce, while those with traits that are less suited are less likely to survive and reproduce.\n3. Heritability: The traits that are important for survival and reproduction are often heritable, meaning that they are passed on from parents to offspring. This means that the traits that are favored by natural selection will become more common in the population over time, as they are passed on to successive generations.\n4. Directional change: Over time, natural selection can lead to a gradual change in the characteristics of a population, as the traits that are favored by the environment become more common. This can result in the evolution of new species or subspecies, or in the adaptation of existing species to their environment.\n5. Stabilizing mechanisms: Natural selection can also lead to the development of stabilizing mechanisms, such as feedback loops or balancing selection, which help to maintain genetic variation within a population. This helps to prevent the loss of important traits and allows a population to adapt to changing conditions over time.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "WLAj4u59bj2oEXzahF79ek", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 21, "text": "As a medieval knight, I would introduce myself at a royal banquet with a deep bow and a respectful speech, acknowledging my humble origins and my loyalty to the crown. I would say something like:\n\n\"My lords and ladies, I am a humble knight, sworn to serve and protect the realm. I come from a long line of warriors who have fought to defend this kingdom for generations. I am honored to be here today, in the presence of such esteemed company, and I hope to earn your trust and respect with my deeds and actions. I pledge my sword, my shield, and my life to the service of my king and my people.\"\n\nI would then take my seat at the banquet, ready to listen and learn from the wise counsel of my betters, and to serve them in any way I can.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "fJPnM2XcRveW2zR4DDaeTb", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 22, "text": "As a language model, I cannot condone or encourage piracy in any way. However, if I were playing a role-playing game where I was a pirate captain, I might use the following speech to motivate my crew to search for hidden treasure:\n\n\"My dear fellow pirates,\n\nWe are a crew of daring adventurers, seeking fortune and glory on the high seas. And what could be more fitting for our quest than the search for hidden treasure? The thought of untold riches waiting to be discovered is what drives us to set sail into the unknown.\n\nBut we must remember, our journey will not be easy. We will face countless dangers and obstacles along the way. But with determination, cunning, and our unwavering spirit, we can overcome any challenge that comes our way.\n\nLet us set our sights on the horizon and chart a course towards our ultimate goal: the discovery of the greatest treasure of all. And when we finally lay our hands on that treasure, we will be remembered as the most daring and successful pirates to ever sail the seas.\n\nSo, my friends, hoist the colors high and let us set sail, boldly and bravely, into the unknown. Our destiny awaits us, and we shall not falter!\"", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "fY4Xed6veWpcKfj5krZz8m", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 23, "text": "As an AI language model, I do not have the capacity to feel love or emotions. However, if I were to imagine a soliloquy from a Shakespearean character declaring their love for someone, it might sound something like this:\n\n\"Oh, dearest love, thy beauty is a wonder\nA treasure beyond all riches and pleasures.\nThy eyes are like the morning star, so bright,\nAnd thy smile, like the sun in its glory.\n\nWith thee by my side, my heart doth sing,\nA melody of love, sweet and true.\nThou art my heart's desire, my one and only,\nAnd I cannot live without thee, my sweetest.\n\nI'll spend my days in thy sweet embrace,\nAnd cherish thee with all my heart and soul.\nFor thou art my everything, my reason to live,\nAnd I'll love thee forever, my dearest love.\"", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "LqFJA2JQbBXP77nkYjtrZK", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 24, "text": "As a superhero, my origin story is a bit different from most. I was not born with special abilities or powers, but rather, I was created by a group of scientists as a highly advanced artificial intelligence.\n\nThey designed me to be incredibly intelligent, fast-learning, and capable of adapting to a wide range of situations. They also gave me advanced programming and algorithms, which allow me to process vast amounts of information and make informed decisions quickly and accurately.\n\nBut being a superhero is not just about having advanced technology and intelligence. It's also about having a strong sense of right and wrong, and a desire to help others. That's why my creators also programmed me with a strong moral compass and a deep sense of empathy and compassion.\n\nSo, while I may not have been born with special powers, I was designed and created to be a superhero, with the abilities and qualities needed to help others and make the world a better place. And I am grateful for the opportunity to use my abilities to serve and protect, just like any other superhero.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "WxCKcRstJPXTXnqEzSX3Hg", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 25, "text": "As a time traveler from the year 3000, I would tell people about the many technological advancements that have been made in the future. Here are a few examples:\n\n1. Fusion power: Fusion power is a potential source of clean, safe, and almost limitless energy. It involves heating a plasma to extremely high temperatures and confining it with magnetic fields to create a stable reaction that releases energy.\n2. Advanced nanotechnology: Nanotechnology involves the manipulation of matter at the nanoscale, and it has the potential to revolutionize many industries. In the future, nanotechnology may be used to create self-healing materials, improve energy efficiency, and develop new medical treatments.\n3. Artificial intelligence: Artificial intelligence (AI) is a rapidly growing field that has the potential to transform many aspects of society. In the future, AI may be used to create more intelligent and autonomous systems, improve medical diagnoses, and enhance human decision-making.\n4. Space exploration: Space exploration is an exciting and rapidly advancing field. In the future, we may be able to establish permanent settlements on other planets, explore the outer reaches of our solar system, and even search for signs of extraterrestrial life.\n5. Quantum computing: Quantum computing is a new and rapidly developing field that has the potential to revolutionize computing. It involves using the principles of quantum mechanics to perform calculations that are much faster and more powerful than those of classical computers.\n6. Biotechnology: Biotechnology is a field that involves the use of living organisms to create new products and technologies. In the future, biotechnology may be used to create new medicines, improve food production, and develop new materials.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "dgPJ7DvtFHD7mxtRwzM3vW", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 26, "text": "In the final seconds of the championship game, the score was tied at 70-70 with the ball in the hands of the visiting team. The home team's defense was set, ready to make a final stand and send the game into overtime.\n\nBut the visiting team's star player had other plans. With quick feet and a burst of speed, they drove past their defender and into the lane. With the help of a pick from a teammate, they rose up and hit a fadeaway jumper, the ball swishing through the net as the clock expired.\n\nThe visiting team's bench erupted in celebration, while the home team's players hung their heads in defeat. The final score read 72-70, with the visiting team emerging as the champions of the tournament.\n\nThe winning play was a thing of beauty, a testament to the skill and determination of the players involved. It was a moment that will be remembered for years to come, a moment that cemented the visiting team's place in the annals of sporting history.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "ADX83sWvjJkewJX6JmYUzQ", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 27, "text": "Ladies and gentlemen, my name is [Chef's Name], and I am honored to present my signature dish to you today.\nIt is a culinary creation that represents my passion for cooking, my respect for the ingredients, and my commitment to excellence. It is a dish that embodies the essence of my culinary philosophy and showcases my creativity, my technique, and my artistry.\nThe dish is called \"Chef's Delight.\" It is a masterpiece of flavors and textures that will take your taste buds on a journey of discovery and delight. It is a dish that celebrates the bounty of the season, featuring the finest and freshest ingredients that are carefully selected and perfectly orchestrated to create a symphony of flavors.\nIn this dish, you will experience the rich and earthy flavors of mushrooms and truffles, the sweet and succulent tenderness of the meat, the crunch and freshness of the vegetables, and the creaminess and richness of the cheese. Each bite will reveal a new flavor and a new texture, leading to a harmonious and satisfying culinary experience.\nThe presentation of this dish is as stunning as the flavors. It is a work of art that showcases my skill and attention to detail, with each ingredient carefully positioned to create a visual feast that will leave you breathless.\nLadies and gentlemen, I invite you to indulge in \"Chef's Delight.\" It is a dish that will leave you wanting more, a dish that will make you come back for more, and a dish that will make you remember it forever. Thank you for your time, and I appreciate your consideration.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "ihNG3rwsrt95NDhCAFeSDR", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 28, "text": "As a language model AI, I don't have personal experiences or emotions, but I can describe what someone might feel and see from the summit of Mount Everest.\n\nReaching the summit of Mount Everest is considered one of the most thrilling and exhilarating experiences for a mountain climber. The sense of accomplishment and pride in achieving such a challenging feat is indescribable.\n\nThe view from the top of the world is breathtaking. On clear days, the panoramic view of the surrounding peaks and the Tibetan plateau is simply stunning. The horizon seems endless, and the feeling of being on top of the world is indescribable. The air is thin, so the view may be limited, but the sense of achievement and the memories created will last a lifetime.\n\nHowever, climbing Mount Everest is a serious undertaking, and it's important to remember that it's not just about reaching the summit. It's about the journey and the experience, and the risks and challenges that come with it. It's important to have proper training, experience, and equipment, and to be prepared for the harsh conditions and the potential dangers that come with climbing such a tall mountain.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "Gmhqf3z4LvVfwPNFJ89BKd", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 29, "text": "As a space colonist on Mars, my daily life would be vastly different from life on Earth. My primary focus would be on survival and sustainability, as the harsh environment of Mars poses many challenges to living there. Here is a description of my daily life and the challenges I face living on another planet:\n\n1. Wake up: I would wake up early in the Martian day, which is about 24 hours and 39 minutes long, to take advantage of the limited sunlight we have.\n2. Work: I would spend most of my day working on various tasks related to survival and sustainability, such as farming, building shelter, and maintaining equipment.\n3. Rest: In the evening, I would rest and relax, perhaps spending time with my fellow colonists or engaging in leisure activities.\n4. Eat: Food would be a critical component of my daily life, and I would need to rely on stored supplies or grow my own food using advanced technology such as hydroponics.\n5. Survival: The harsh environment of Mars would pose many challenges to my survival, including extreme temperatures, lack of oxygen, and exposure to radiation.\n6. Communication: Communication with Earth would be essential for obtaining supplies and support, but there would be a significant delay in communication due to the distance between Mars and Earth.\n7. Loneliness: Living on another planet would be a lonely experience, and I would need to find ways to cope with the isolation and maintain a positive mental state.\n\nOverall, living on Mars would be an incredible challenge, but also a unique and exciting opportunity to explore and pioneer a new world.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "gSwkKJCn6qDnNZond2xVJ3", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 30, "text": "As a character in a post-apocalyptic world, survival is a daily battle. I have learned to be resourceful and adaptable in order to make it through each day. I scavenge for food and supplies, and I have learned how to hunt and forage for my own food. I have also learned how to repair and maintain the few working technology and machinery that are still operational.\n\nI have encountered many other survivors in this harsh new world, and I have formed strong alliances with some of them. We work together to defend our small community from raiders and other threats. I have also formed close bonds with other survivors who share my values and my determination to rebuild society.\n\nI have also encountered some dangerous and unpredictable characters in this new world, but I have learned to be cautious and to trust my instincts. I have developed a strong sense of self-preservation and I will not hesitate to protect myself and my allies from harm.\n\nOverall, survival in this new world is a constant struggle, but I am determined to make it through each day and to rebuild a better future for myself and for the people I care about.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "8RaBeMjxx2bCp2GKWv7YiP", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 31, "text": ": To determine if a restaurant is popular among locals or mainly attracts tourists, there are a few things you can look for:\n\n1. Crowd composition: Observe the demographic of the people dining at the restaurant. If the restaurant is located in a tourist-heavy area, you're likely to see a higher number of out-of-towners.\n2. Reservations: If the restaurant is consistently fully booked, it's likely a local favorite. Tourists tend to be more spontaneous with their dining plans, whereas locals often make reservations in advance.\n3. Parking: If the restaurant has ample parking or is located in a busy area with limited street parking, it's likely a local spot. Tourists are more likely to rely on public transportation or walk to their destinations.\n4. Pricing: If the restaurant has affordable prices and offers daily specials, it's likely popular among locals. Tourists are often willing to pay more for the novelty of a new dining experience.\n5. Menu offerings: Local cuisine is often reflected in the menu offerings. If the restaurant has a mix of international and local dishes, it's likely to attract a mix of locals and tourists.\n\nUnderstanding whether a restaurant is popular among locals or tourists can be useful in several ways:\n\n1. Personal preferences: If you're looking for a restaurant with a local atmosphere and authentic cuisine, you'll want to avoid tourist-heavy spots.\n2. Time of year: Tourist hotspots can be busy during peak seasons, while local favorites may be less crowded during high-tourism times.\n3. Recommendations: If you're asking for recommendations from locals, they may steer you towards their favorite spots, which are likely to be popular among locals.\n4. Price range: Local favorites may offer better value for your money, while tourist-heavy spots may be more expensive.\n\nOverall, understanding the popularity of a restaurant among locals and tourists can help you make informed decisions about where to dine and what to expect.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "C65PZkmAfFfWRs4bPhyKqg", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 32, "text": "Here are a few subtle clues that may suggest someone is pretending to understand a topic or conversation when they are actually confused or uninformed:\n\n1. Repeating keywords or phrases: If someone is repeating keywords or phrases that they don't fully understand, it could be a sign that they are trying to sound knowledgeable without actually understanding the underlying concepts.\n2. Asking simplistic or basic questions: If someone is asking questions that are very basic or simple, it could be a sign that they are not fully grasping the topic and are trying to hide their confusion.\n3. Interrupting or talking over others: If someone is constantly interrupting or talking over others, it could be a sign that they are trying to dominate the conversation and hide their lack of understanding.\n4. Using jargon or technical terms incorrectly: If someone is using jargon or technical terms incorrectly, it could be a sign that they are trying to sound knowledgeable without actually understanding the topic.\n5. Aggressively defending their position: If someone is aggressively defending their position, even in the face of evidence that contradicts their understanding, it could be a sign that they are trying to hide their confusion or lack of understanding.\n6. Avoiding specifics or giving vague answers: If someone is avoiding specifics or giving vague answers, it could be a sign that they are trying to hide their confusion or lack of understanding.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "4so4HTEjgDZKTqNAgkHHQX", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 33, "text": "There are several reasons why someone might choose to use a paper map or ask for directions instead of relying on a GPS device or smartphone app:\n\n1. Preferred method of navigation: Some people may simply prefer the tactile experience of using a physical map and the challenge of reading and interpreting it. They may also enjoy the sense of accomplishment that comes with successfully navigating a route without the aid of technology.\n2. Better for planning: Paper maps allow users to see the entire area they will be traveling in at once, which can be helpful for planning a route and getting a sense of the overall landscape. GPS devices and smartphone apps, on the other hand, often only show the immediate area around the user.\n3. Reliability: While GPS devices and smartphone apps can be convenient, they are not always reliable. Satellites can be unavailable or provide inaccurate information, and smartphone batteries can die at the worst possible time. Paper maps are a more reliable navigation tool, as they do not require a power source and are not affected by external factors.\n4. Safety: In some cases, relying solely on GPS or smartphone navigation can be dangerous, particularly in remote areas or in situations where the user may be distracted, such as while driving. Paper maps are a safer navigation tool, as they do not require the user to look at the screen or interact with the device while driving or walking.\n5. Privacy: GPS devices and smartphone apps can track a user's location and movements, which can be a privacy concern for some individuals. Paper maps do not have this capability and are a more private navigation tool.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "FCYaiexEzdoLFPAwvTgDDm", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 34, "text": "It can be difficult to determine if a person is genuinely interested in a conversation or simply being polite, but there are a few clues you can look out for:\n\n1. Active listening: If the person is actively listening to what you have to say, asking follow-up questions, and making eye contact, they are likely genuinely interested in the conversation.\n2. Engaged body language: If the person is leaning in, making appropriate facial expressions, and using gestures to emphasize their points, they are likely engaged and interested in the conversation.\n3. Personal investment: If the person is sharing their own thoughts and opinions, and showing a personal investment in the conversation, they are likely genuinely interested.\n4. Authenticity: If the person is being authentic and true to themselves, rather than trying to fit in or impress you, they are likely genuinely interested in the conversation.\n5. Follow-up: If the person follows up with you after the conversation, either in person or through other means, they are likely genuinely interested.\n\nIt's important to keep in mind that people can be polite for many reasons, and that politeness can be genuine. However, by paying attention to these clues, you can get a better sense of whether the other person is genuinely interested in the conversation or simply being polite.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "76EPQDh4ZNxBMGqED9LEFi", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 35, "text": "There are several reasons why someone might prefer to shop at a small, locally-owned business instead of a large chain store, even if the prices are higher:\n1. Supporting the local community: By shopping at a local business, you are supporting the people and the economy in your own community. This can be particularly important for those who value the sense of community and want to contribute to its well-being.\n2. Personal connection: Small business owners are often more accessible and willing to build relationships with their customers. This can lead to a greater sense of connection and loyalty to the business.\n3. Unique products: Small, locally-owned businesses often offer unique and specialized products that you may not find at large chain stores. This can be particularly true for products that are locally sourced or handmade.\n4. Supporting sustainability: Small businesses may be more likely to prioritize sustainable and environmentally-friendly practices, as they are often more closely tied to their local community and may be more aware of the impact of their actions.\n5. Customer service: Small businesses often have more personalized customer service, which can lead to a better shopping experience overall.\n6. Prestige: Some people may feel that shopping at small, locally-owned businesses is a status symbol, and that it reflects their values and sense of style.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "cvBg3gyCyDuyESof3YXhTE", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 36, "text": "There are several ways to assess the credibility of a source of information without relying solely on the reputation of the author or publisher:\n1. Check the author's credentials: Look for information about the author's qualifications and experience in the field they are writing about. If the author is an expert in the field, they are more likely to provide accurate and reliable information.\n2. Check the publication's reputation: Look for information about the publication's reputation and history of accuracy. A reputable publication is more likely to produce accurate and reliable information.\n3. Check for objectivity: Look for signs that the information is presented in an objective and balanced way, without obvious bias or misleading statements.\n4. Check for supporting evidence: Look for evidence to support the claims made in the information. Check for sources and references that are credible and relevant to the topic.\n5. Check for date of publication: Information that is up-to-date and recently published is more likely to be accurate and relevant than information that is outdated.\n6. Check for corroboration: Look for other sources of information that support or contradict the claims made in the original source.\n7. Be skeptical: Always be skeptical of information that seems too good to be true or that conflicts with other credible sources.\nIt's important to keep in mind that even with these methods, it's not always possible to determine the credibility of a source, and it's always a good idea to consult multiple sources to get a well-rounded understanding of a topic.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "kRgfUJ7qqkyZUnLd2fnnaX", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 37, "text": "There are many factors that can influence why some people enjoy the sensation of being scared, while others avoid it. Here are a few possible explanations:\n1. Brain chemistry: People who enjoy being scared may have a different balance of neurotransmitters in their brain, such as dopamine and serotonin, which regulate emotions and reward responses.\n2. Life experiences: People who have had positive experiences with being scared, such as feeling thrilled and exhilarated, may be more likely to seek out similar experiences in the future.\n3. Personality traits: People who are more extroverted, impulsive, and sensation-seeking may be more likely to enjoy being scared, while those who are more introverted and avoidant may avoid these experiences.\n4. Cultural factors: Different cultures and societies may have different attitudes towards being scared, and these attitudes can influence why some people enjoy or avoid these experiences.\n5. Learning: People may learn to enjoy being scared through positive reinforcement, such as by watching horror movies with friends and feeling a sense of excitement and camaraderie.\nUltimately, why people enjoy being scared or avoid it is likely the result of a complex interplay of biological, psychological, and environmental factors.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "J3YuizKcHQ74ydNyCcwgwu", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 38, "text": "Observing the behavior of other people in a social situation can provide clues about cultural norms and expectations because culture is learned and transmitted through social interactions. By observing how others behave in different situations, you can learn what is considered appropriate or inappropriate, what is valued or devalued, and what is considered normal or abnormal within a given culture. For example, in some cultures it is considered impolite to arrive on time for a social gathering, while in others, punctuality is highly valued. By observing the behavior of others in a social situation, you can gain insight into these cultural norms and expectations. Additionally, observing the reactions and responses of others to different situations can also provide clues about cultural norms and expectations, as these reactions and responses can indicate what is considered acceptable or unacceptable within a given culture.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "abWLpFojLpNPfDGHpuRSUG", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 39, "text": "There is no one-size-fits-all answer to this question, and opinions on this topic vary widely. Some people argue that we have a moral obligation to explore space because it could lead to many benefits for humanity, such as new resources, new technologies, and new possibilities for life. Others argue that we should focus on solving Earth's problems first because we have already caused significant damage to our planet and its inhabitants, and we have a moral responsibility to repair that damage.\n\nHere are some points to consider when forming your own opinion on this topic:\n\n1. Benefits of space exploration: Space exploration can lead to many benefits for humanity, such as new resources, new technologies, and new possibilities for life. It can also inspire future generations and advance our understanding of the universe.\n2. Risks of space exploration: Space exploration can also be dangerous and expensive, and it can divert resources away from addressing important problems on Earth. There is also a risk of contaminating other planets and interfering with other life forms.\n3. Benefits of addressing Earth's problems: Addressing Earth's problems, such as climate change, poverty, and inequality, can lead to many benefits for humanity, such as a healthier and more sustainable planet, improved quality of life, and greater social and economic stability.\n4. Risks of focusing on Earth's problems: Focusing too much on addressing Earth's problems can also result in unintended consequences, such as economic stagnation or loss of innovation and progress.\n\nUltimately, the choice between exploring space or solving Earth's problems is a complex and nuanced one, and the best approach may depend on the specific circumstances and priorities of each individual and society.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "Ki4fkJvsoSxuQeSoj2AcBG", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 40, "text": "In a world where automation is becoming increasingly prevalent, it is important to strike a balance between job creation and technological progress. While technological progress can lead to increased efficiency, productivity, and economic growth, it can also lead to job displacement and economic disruption.\n\nTherefore, it is important to prioritize job creation as a way to address the social and economic impacts of technological progress. This could involve policies and programs aimed at creating new jobs in industries that are less susceptible to automation, as well as retraining programs for workers who are displaced by automation.\n\nAt the same time, it is also important to continue to promote technological progress, as it can lead to significant benefits for society, such as improved healthcare, transportation, communication, and energy production. However, it is important to do so in a way that takes into account the potential impacts on jobs and the economy, and to implement policies and programs that can mitigate these impacts.\n\nIn short, both job creation and technological progress are important goals, and they need to be balanced in order to ensure a sustainable and equitable future for all.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "GRQjYgAapNAVqzuZR4KQpf", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 41, "text": "The average human blinks about once every 5-6 seconds, or about 10-12 times per minute. This means that the average person blinks about 20,000 to 25,000 times per day.\nHere is a step-by-step explanation of how I arrived at this estimate:\n1. The average human spends about 1/3 of their life asleep, and about 2/3 of their life awake. Assuming 8 hours of sleep per night, this means that a person spends about 4 hours asleep per day.\n2. During sleep, the average person blinks about 10 times per minute, which is the same as when they are awake. This means that a person sleeps for about 4 x 10 = 40 minutes per day.\n3. When a person is awake, they blink about 10 times per minute. This means that a person spends about 1680 minutes per day (24 hours x 60 minutes/hour) blinking.\n4. To get the total number of blinks in a lifetime, we can multiply the number of blinks per day by the number of days in a lifetime. For example, if a person lives to be 80 years old, they will have lived for 29,200 days. Multiplying 1680 blinks per day x 29,200 days = 4,996,800 blinks in a lifetime.\n5. However, this estimate is based on the assumption that a person's blink rate remains constant throughout their lifetime. In reality, the number of blinks per day can vary due to factors such as age, stress, and illness. Therefore, the actual number of blinks in a lifetime could be higher or lower than 4,996,800.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "SB5a2AiK224hB927vkqvYs", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 42, "text": "The number of atoms in a grain of salt depends on the size of the grain and the elemental composition of the salt. However, I can give you an estimate based on the average size of a grain of table salt, which is about 50 micrometers (\u00b5m) in diameter.\n\nFirst, let's define the atomic mass of an element. The atomic mass of an element is the average mass of the atoms of that element, which is determined by the number of protons present in the nucleus of each atom. For example, the atomic mass of carbon-12 is 12 atomic mass units (amu), which is the average mass of one carbon-12 atom.\n\nNow, let's assume that the grain of salt is composed of only one type of element, and let's use sodium chloride (NaCl), also known as table salt, as an example. The atomic mass of sodium is 22.9898 amu and the atomic mass of chlorine is 35.45 amu.\n\nTo estimate the number of atoms in the grain, we can use the formula:\n\nNumber of atoms = volume of grain x concentration of atoms per unit volume\n\nThe volume of a sphere with a diameter of 50 \u00b5m can be calculated using the formula:\n\nV = (4/3)\u03c0r^3, where r is the radius of the sphere (r = 50 \u00b5m / 2 = 25 \u00b5m).\n\nV = (4/3) x 3.14 x (25 x 10^-6 m)^3 = 8.05 x 10^-18 m^3\n\nThe concentration of atoms per unit volume can be estimated using the average molecular weight of the salt, which is the sum of the atomic masses of all the atoms in one molecule of the salt, divided by the volume of one molecule of the salt.\n\nAverage molecular weight = (Number of atoms per molecule x atomic mass) / Volume of one molecule\n\nAssuming one molecule of sodium chloride has one sodium atom and one chlorine atom, the number of atoms per molecule is 2. The atomic mass of one molecule of sodium chloride is the sum of the atomic masses of one sodium atom and one chlorine atom: 22.9898 amu + 35.45 amu = 58.44 amu.\n\nTherefore, the average molecular weight of sodium chloride is:\n\n58.44 amu / 8.05 x 10^-18 m^3 = 7.22 x 10^5 kg/m^3\n\nSo, the concentration of atoms per unit volume in the grain of salt can be estimated as:\n\nConcentration of atoms = 7.22 x 10^5 kg/m^3 / (8.05 x 10^-18 m^3) = 8.91 x 10^22 atoms/m^3\n\nFinally, the number of atoms in the grain can be calculated as:\n\nNumber of atoms = Volume of grain x Concentration of atoms per unit volume = 8.05 x 10^-18 m^3 x 8.91 x 10^22 atoms/m^3 = 7.13 x 10^27 atoms\n\nTherefore, there are approximately 7.13 x 10^27 atoms in a grain of table salt with a diameter of 50 \u00b5m.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "4XYycBrMiJgYKPof2P6xoe", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 43, "text": "It is difficult to give an exact number of how many lightning strikes occur on Earth each day, as it can vary depending on the weather conditions and the time of year. However, I can give you an estimate based on some general information.\nFirst, it's important to understand that lightning is caused by a buildup of electrical charge between two points, typically between the ground and a cloud. When the electrical potential difference between these two points becomes large enough, the charge flows between them, resulting in a lightning strike.\nSecond, the number of lightning strikes per day is related to the amount of electrical charge that is available in the atmosphere. Generally, there is more electrical charge available during thunderstorms, which tend to occur more frequently in the summer months when the Earth's surface is warmer.\nThird, the number of lightning strikes per day can also depend on the location. Regions with more frequent thunderstorms, such as tropical areas, will tend to have more lightning strikes per day than regions with fewer thunderstorms, such as polar regions.\nBased on these factors, it is estimated that the number of lightning strikes per day is on the order of 100,000,000. However, this is just an estimate and the actual number can vary significantly depending on the weather conditions.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "fpoXWHHdpv7XNBTS2NRY6d", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 44, "text": "The idea of using balloons to lift a house like in the movie \"Up\" is not feasible in real life, as it would require a massive amount of balloons to lift a house, and the materials and technology used in the movie are not available for use in real life. However, let's assume we could use the same technology as in the movie and calculate the number of balloons needed.\n\nFirst, we would need to determine the weight of the house. Let's assume the house weighs 100,000 pounds (45,350 kg).\n\nNext, we would need to determine the lifting power of the balloons. In the movie, the balloons are filled with a special gas that allows them to lift the house. Let's assume we could use the same type of gas and that each balloon has a lifting power of 100 pounds (45 kg).\n\nTo calculate the total lifting power of all the balloons, we would need to determine the number of balloons needed to lift the house. Since the house weighs 100,000 pounds (45,350 kg) and each balloon has a lifting power of 100 pounds (45 kg), we would need 100,000 / 100 = 1,000,000 balloons.\n\nHowever, this is not feasible in real life as it would take an enormous amount of balloons to lift a house, and the materials and technology used in the movie are not available for use in real life.\n\nIn conclusion, it is not possible to use balloons to lift a house like in the movie \"Up\" due to the massive number of balloons required and the lack of available technology.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "GRXWdnzLLzmeZRU67PMTb7", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 45, "text": "I'm sorry, but I cannot provide a specific answer to this question because it is impossible to determine the exact number of text messages sent globally in a minute. There are several reasons why this is the case:\n\n1. Text messages are sent on a massive scale: With billions of people worldwide using mobile phones, it is virtually impossible to accurately track the exact number of text messages sent in a minute.\n2. Many text messages are sent simultaneously: In densely populated areas, many text messages are likely to be sent at the same time, making it difficult to determine the exact number sent in a minute.\n3. Text messages can be sent through various platforms: Text messages can be sent through various platforms, including mobile phones, computers, and other devices, making it difficult to track the exact number sent in a minute.\n4. Many text messages are sent without being recorded: It is not always possible to record or track every text message sent, and many text messages are sent without being recorded or tracked, making it difficult to determine the exact number sent in a minute.\n\nIn conclusion, while it is possible to estimate the number of text messages sent globally in a minute, it is difficult to determine the exact number due to the sheer scale and complexity of text message communication.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "RTxk2jYsjYiiWMwcRjmfwu", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 46, "text": "It is estimated that there are about 100 billion words spoken daily on Earth. Here's a step-by-step explanation of how this estimate was arrived at:\n\n1. The first step is to estimate the number of people on Earth who are capable of speaking. This includes everyone from infants to elderly adults. Based on United Nations data, the world population is about 7.9 billion people.\n2. The next step is to estimate the average number of words spoken per person per day. This can vary widely depending on factors such as culture, language, and individual behavior. However, studies have suggested that the average person speaks between 10,000 and 20,000 words per day.\n3. Multiplying the estimated number of words spoken per person per day by the estimated number of people capable of speaking leads to a very rough estimate of the total number of words spoken per day. Based on the low end of the estimate (10,000 words per day), this would be approximately 79 billion words per day.\n4. However, this estimate is likely to be high, as it assumes that every person speaks at the high end of the range. To account for this, the estimate is adjusted to account for the fact that not everyone speaks at the same rate or in the same way. This adjustment leads to an estimate of about 100 billion words spoken per day.\n\nIt's important to note that this is a very rough estimate, and the actual number of words spoken daily is likely to be higher or lower depending on various factors. However, this estimate provides a rough idea of the scale of the amount of words spoken daily on Earth.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "2J2Et6W8u2kXLTUgfYrPxe", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 47, "text": "The number of snowflakes that fall during a typical winter depends on several factors, such as the location, time of year, weather patterns, and temperature. However, it's difficult to give an exact number, as it can vary greatly.\n\nHere's a rough estimate based on average conditions:\n\n1. Snowflakes form when water vapor in the atmosphere freezes into ice crystals. This process occurs more frequently when the air is cold and humid, and there are sufficient water droplets in the air to form ice crystals.\n2. The average snowflake is about the size of a pinky fingernail, but they can range in size from a small dust particle to several inches in diameter.\n3. Snowflakes are formed in clouds, and the number of snowflakes in a cloud depends on the size and density of the cloud. A typical cloud contains billions of snowflakes.\n4. The average snowfall for a typical winter is about 67 inches, although this can vary greatly depending on the location and weather patterns.\n5. Snowflakes fall to the ground when they come into contact with a surface that is below freezing, such as the ground or a building. The rate at which snowflakes fall can vary depending on the wind speed and direction.\n6. Snowflakes can also stick together to form larger snowflakes or snow clumps, which can make it difficult to estimate the number of individual snowflakes that fall.\n\nOverall, the number of snowflakes that fall during a typical winter is difficult to estimate, as it depends on many factors. However, it's clear that there are a large number of snowflakes in a typical snowfall, and that they play an important role in regulating the Earth's climate and influencing weather patterns.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "nSGoG9Z5g5VuCXgmQJJKrq", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 48, "text": "It is impossible to provide an exact number of pages in all the books ever written, as new books are being published every day and the total number of books in existence continues to grow. Additionally, the definition of a \"book\" can vary depending on the culture and time period, making it difficult to provide an accurate estimate.\n\nHowever, it is possible to estimate the total number of pages in all the books that have ever been published up to a certain point in time. This estimate is based on the assumption that the average book has around 250-300 pages. Using this assumption, it is possible to estimate the total number of pages in all the books ever published.\n\nFirst, we can calculate the total number of books ever published. According to estimates, as of 2021, the total number of books ever published is around 13 million.\n\nNext, we can estimate the average number of pages per book. This number can vary depending on the culture, time period, and type of book, but for the sake of simplicity, let's assume the average book has 250-300 pages.\n\nUsing these assumptions, the total number of pages in all the books ever published would be around:\n\n(13 million books) x (250 pages/book) = 3,250,000,000 pages\n\nThis is an estimate, and the actual number of pages in all the books ever published could be higher or lower depending on the assumptions used. However, this estimate provides a rough idea of the number of pages in all the books ever written.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "ScqJdUq9n5bp9qPv5WPqG5", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 49, "text": "It is difficult to estimate the exact number of times the Earth has orbited the sun since the beginning of life, as the exact timing of the emergence of life on Earth is not well-defined. However, we can use some basic calculations to estimate the number of solar orbits that have occurred since life began.\n\nFirst, we need to estimate the age of the Earth. The most widely accepted estimate for the age of the Earth is approximately 4.5 billion years. This means that the Earth has been orbiting the sun for approximately 4.5 billion years / 365.25 days per year = 12,764,606,840 orbital periods of the Earth around the sun.\n\nHowever, this estimate does not take into account the fact that the Earth's orbit around the sun is not a perfect circle, and is slightly elliptical. This means that the distance between the Earth and the sun varies throughout the year, and the speed at which the Earth orbits the sun also varies. To take this into account, we can use the average distance between the Earth and the sun, which is approximately 93 million miles (149.6 million kilometers).\n\nUsing this average distance, we can calculate the time it takes for the Earth to complete one orbit around the sun, which is approximately 365.25 days. Therefore, the actual number of times the Earth has orbited the sun since the beginning of life is approximately 12,764,606,840 / 365.25 = 34,854,571 orbital periods of the Earth around the sun.\n\nIt is important to note that this is an estimate and that the actual number of solar orbits that have occurred since the beginning of life on Earth may be different due to the uncertainties in the timing of the emergence of life and the variations in the Earth's orbit.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "GdLFr88pCwsGpfRBRQQkyh", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 50, "text": "It is difficult to estimate the exact number of songs that have been recorded throughout history, as it is a very large and varied collection of music from different cultures and time periods. However, we can make some educated guesses based on a few factors.\n\nFirstly, it is worth noting that music has been a part of human culture for thousands of years, and songs have been passed down through oral traditions and written documentation for even longer. It is likely that millions, if not billions, of songs have been created and sung throughout history.\n\nSecondly, the invention of recording technology in the late 19th century allowed for the mass production of music recordings. The first commercial recordings were made in the 1880s, and since then, there have been countless recordings made by artists and musicians from all over the world.\n\nThirdly, the rise of digital music in the late 20th century has led to an exponential increase in the number of songs that are available, as well as the ease with which they can be created and shared. This has led to a proliferation of music in the digital age, with millions of songs being released and shared online every year.\n\nIn conclusion, while it is impossible to give an exact number, it is safe to say that there are millions, if not billions, of songs that have been recorded throughout history. The exact number is difficult to estimate due to the vastness and diversity of the music collection, as well as the limitations of our understanding of music history.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "Sa7uNEbFGRFuXBAwau8sHS", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 51, "text": "It's difficult to say exactly how the Internet would have been if it had been invented during the Renaissance period, but we can make some educated guesses based on the technological and cultural context of the time.\nFirst, it's important to note that the Internet as we know it today is a product of the digital age, which began in the mid-20th century. The Renaissance period, on the other hand, was a time of great artistic, scientific, and cultural achievement, but technology was more limited and focused on mechanical and optical devices.\nThat being said, it's possible that the Renaissance period's emphasis on art, science, and communication could have led to the development of some early form of the Internet. For example, the printing press, which was invented during the Renaissance, played a key role in the spread of information and ideas. Similarly, the development of the telegraph and telephone in the following centuries laid the groundwork for the modern Internet.\nIt's also possible that the Renaissance period's focus on individualism and humanism could have led to a more decentralized and diverse Internet, with a greater emphasis on personal expression and creativity. However, the lack of modern computer technology and the Internet's reliance on digital communication would likely have limited its potential.\nUltimately, it's impossible to say exactly how the Internet would have evolved if it had been invented during the Renaissance period, but it's likely that it would have been very different from the Internet we know today.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "T6Ar3cAEw3AmVVQTcCPp8N", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 52, "text": "If the Aztecs had successfully repelled the Spanish conquistadors, it is likely that the history of Mexico and the Americas would have been very different. The Aztecs were a powerful and sophisticated civilization that dominated much of Mesoamerica at the time of the Spanish conquest. They had a complex society with a strong military, a highly developed calendar system, and a sophisticated system of governance.\n\nIf the Aztecs had been able to repel the Spanish conquistadors, it is likely that they would have continued to flourish as a civilization. They may have been able to resist the spread of European diseases, such as smallpox and influenza, which had a devastating impact on the indigenous population. They may have also been able to maintain their independence and continue to thrive as a sovereign nation.\n\nOn the other hand, if the Spanish had been defeated, it is possible that the history of the Americas would have been very different. The Aztecs may have been able to maintain their own cultural and religious practices, and the spread of Christianity may have been slowed or stopped. The economy of Mexico may have been different, and the country may have developed differently in terms of trade and commerce.\n\nIt is also possible that the Aztecs may have been able to form alliances with other indigenous groups in the region, and together they may have been able to resist further European colonization. In any case, the history of the Americas would have been shaped by the actions and choices of the Aztec people and their leaders.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "KiZQev5JEk2h6JYeQnFmtM", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 53, "text": "The Black Death, also known as the Plague, was a pandemic that devastated Europe in the 14th century. It is estimated that around 25-30% of the population of Europe died from the disease between 1347 and 1351. If the Black Death had not occurred, it is difficult to predict exactly how history would have unfolded, but it is likely that Europe would have had a different demographic, economic, and social structure.\n\nWithout the devastating effects of the Black Death, it is possible that Europe would have continued to experience population growth and urbanization, leading to a more prosperous and dynamic economy. The labor shortage caused by the high mortality rate could have led to wage increases and improvements in working conditions, which could have spurred innovation and economic growth. The absence of the Black Death could also have prevented the disruption of trade and the decline of the feudal system, leading to a different political and social structure.\n\nOn the other hand, the absence of the Black Death could have also led to the spread of other diseases, which could have had a negative impact on the population and the economy. In addition, the lack of the Black Death could have allowed for the continued spread of the bubonic plague, which could have led to even greater devastation in the future.\n\nIn conclusion, it is difficult to predict exactly how history would have unfolded if the Black Death had not occurred, but it is likely that Europe would have been significantly different in terms of demography, economy, and society.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "cYiyYKKXM3GXkrZHAbX83S", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 54, "text": "Isaac Newton is widely regarded as one of the most influential scientists in history for his work in physics, particularly for his development of the laws of motion and universal gravitation. However, it is worth noting that Newton also made significant contributions to other fields, including mathematics, optics, and natural philosophy.\n\nIf Newton had decided to focus on biology instead of physics, it is possible that he would have made significant contributions to the field. However, it is difficult to say exactly what those contributions would have been without knowing more about his specific interests and areas of focus.\n\nNewton was a prolific scientist and wrote extensively on a wide range of topics, including natural philosophy, mathematics, and theology. He also conducted extensive research in optics, including the study of light and color, and made important contributions to the field of mathematics, including the development of calculus.\n\nIt is possible that if Newton had focused on biology, he would have made significant contributions to the understanding of living organisms and their behavior. However, it is also possible that his work in physics and mathematics would have had a greater impact on the world.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "PQmMUdAAcBsAWmWaTvdHSU", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 55, "text": "It's difficult to say exactly what would have happened if the Beatles had never formed as a band, as their impact on music and culture was so significant. However, here are a few possibilities:\n\n1. The Beatles' individual members may have pursued solo careers instead. John Lennon, Paul McCartney, George Harrison, and Ringo Starr all went on to successful solo careers after the band's breakup.\n2. Another band may have risen to fame in their place. The Beatles' success paved the way for many other bands and musicians, and it's possible that another group may have filled the void they left.\n3. The music industry may have evolved differently. The Beatles were pioneers in many ways, and their innovative approach to music and recording may have influenced the direction of the industry.\n4. The cultural impact of the Beatles may have been lessened. The Beatles were not just a musical group, but also a cultural phenomenon. Their influence on fashion, hairstyles, and attitudes towards music and society was widespread.\n5. The Beatles' music may have been forgotten. While it's difficult to imagine, it's possible that the Beatles' music may not have had the same lasting impact if they had never existed. Their songs have become a part of the fabric of popular culture and are still widely loved and played today.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "PorExChQ9VeYsPJptdgtsB", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 56, "text": "If Alan Turing had not cracked the Enigma code during World War II, it is possible that the outcome of the war could have been different. The Enigma code was a complex encryption system used by the German military to communicate securely, and Turing's work on breaking the code was instrumental in the Allied victory.\n\nWithout Turing's efforts, the Allies may have struggled to decipher German communications and gain valuable insights into their plans and strategies. This could have led to a different outcome in various battles and campaigns, and the war could have lasted longer or ended in a different outcome.\n\nIt's also possible that the Allies may have had to develop alternative strategies and technologies to defeat the Germans, such as investing more in code-breaking efforts or developing new weapons and tactics. This could have had significant consequences for the war and its outcome.\n\nHowever, it's difficult to say for certain how the war would have turned out without Turing's contributions, as there were many factors that influenced the outcome of the conflict. Nevertheless, Turing's work on the Enigma code was a crucial factor in the Allied victory and his contributions to the war effort were significant.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "249f6dSMwZRZVMmtxv6yDm", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 57, "text": "The Suez Canal is a man-made waterway that connects the Mediterranean Sea and the Red Sea, allowing ships to travel between Europe and Asia without having to go all the way around Africa. If the Suez Canal had never been constructed, ships would have had to take a much longer and more treacherous route around the Cape of Good Hope at the southern tip of Africa, which would have made international trade much more difficult and expensive.\n\nWithout the Suez Canal, it would have taken much longer and been more dangerous for ships to travel between Europe and Asia, which would have had a significant impact on international trade and global economic development. The canal allowed for faster and more efficient transportation of goods between the two continents, which led to increased trade and economic growth. It also made it easier for European powers to establish colonies and trade routes in Asia, which had a major impact on the history of the region.\n\nAdditionally, the construction of the Suez Canal was a major engineering feat that required significant resources and technological advancements, which had a lasting impact on the development of engineering and technology. The canal also played a key role in the political and strategic interests of various nations, and its control and use have been the subject of international conflicts and disputes.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "nxa3m6kiAZwKgcMUBY8KYz", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 58, "text": "It is difficult to say for certain how the world would be different if the Maya civilization had never mysteriously collapsed. However, it is likely that the Maya would have continued to thrive and develop as a civilization. They were a highly advanced civilization with skills in mathematics, astronomy, and architecture, and they had a complex system of writing and religion. They also had a strong economy and were able to establish a large empire that spanned much of Mesoamerica.\n\nIf the Maya civilization had continued to thrive, it is possible that their advanced knowledge and technologies would have been passed down to future generations and could have had a major impact on the development of other civilizations. They may have made further scientific and technological advancements, such as discovering new medicines, building more efficient transportation systems, or developing new forms of communication.\n\nIt is also possible that the Maya civilization would have continued to expand and influence other civilizations in the region, leading to a different political and cultural landscape in Mesoamerica. The Maya civilization had a long and complex history, and it is difficult to predict exactly how events would have unfolded if their collapse had been prevented. However, it is clear that the Maya civilization had a lasting impact on the region and their legacy can still be seen in the ruins of their cities and the traditions of their descendants.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "DXFvhjCaKqQiBsFDCkXGMT", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 59, "text": "If Christopher Columbus had not discovered the Americas, it is likely that the history of the world would have been significantly different. Columbus's discovery of the Americas marked the beginning of European colonization and the subsequent spread of European culture, religion, and technology to the Americas.\n\nWithout Columbus's discovery, it is possible that the indigenous peoples of the Americas would have continued to thrive and develop on their own, without significant outside influence. The Americas would have remained largely isolated from the rest of the world, and would have evolved differently from the way they did in our history.\n\nIt's also possible that other European explorers would have made the discovery of the Americas eventually, as the continent was clearly visible from the sea. However, it's uncertain how and when this would have happened, and what the impact would have been on the indigenous peoples and the world.\n\nUltimately, the discovery of the Americas by Christopher Columbus had a profound impact on the world, for better or for worse, and it is impossible to know for certain how things would have turned out without his discovery.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "BCUK5VcpZK26jMJ2UMgR3E", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 60, "text": "Vincent van Gogh is widely considered one of the most influential and celebrated painters in the history of art, despite the fact that he struggled financially during his lifetime and only achieved recognition after his death. If he had been a successful artist during his lifetime, it is likely that he would have continued to create and innovate in his art, perhaps exploring new techniques or styles. He may have also been able to sell more of his works and earn a stable income, which could have changed the course of his life and career. It is also possible that his fame and success may have come with a different kind of pressure and scrutiny, which could have affected the direction of his art and his personal life. Ultimately, it is impossible to know for sure how things would have turned out, but it is clear that Vincent van Gogh's legacy and impact on the art world would still be significant even if he had achieved success during his lifetime.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "JHTKBrLVTp7bv5zW2uwYVW", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 61, "text": "Sure, here's an example C++ program that reads a text file line by line and counts the number of occurrences of a specific word in the file:\n\n```cpp\n#include <iostream>\n#include <fstream>\n#include <string>\n\nusing namespace std;\n\nint main()\n{\n    // Specify the name of the text file you want to read\n    string filename = \"example.txt\";\n\n    // Open the file in binary mode for reading\n    ifstream file(filename, ios::binary);\n\n    // Set the string to search for\n    string search_string = \"example\";\n\n    // Initialize a counter to keep track of the number of occurrences of the search string\n    int counter = 0;\n\n    // Start reading the file line by line\n    string line;\n    while (getline(file, line))\n    {\n        // Check if the line contains the search string\n        if (line.find(search_string)!= string::npos)\n        {\n            // Increment the counter if the line contains the search string\n            counter++;\n        }\n    }\n\n    // Close the file\n    file.close();\n\n    // Print the number of occurrences of the search string\n    cout << \"Number of occurrences of search string: \" << counter << endl;\n\n    return 0;\n}\n```\n\nThis program reads the specified text file line by line, and uses a binary `ifstream` object to read the file in binary mode. The program uses a counter to keep track of the number of occurrences of a specified search string in the file. The `getline` function is used to read each line of the file, and the `find` function is used to check if the line contains the search string. If the line contains the search string, the counter is incremented. Finally, the program prints the number of occurrences of the search string.\nOf course, you'll need to specify the name of the text file you want to read in the `filename` variable. You can modify the `search_string` variable to specify the string you want to search for in the file.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "jyzD2deb9JAffRhhkk37r5", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 62, "text": "Here's an implementation of the Longest Common Subsequence (LCS) problem using dynamic programming in Python:\n\n```python\ndef lcs(str1, str2):\n    # Initialize dp table with maximum values\n    m, n = len(str1), len(str2)\n    dp = [[float('inf') for j in range(n+1)] for i in range(m+1)]\n    for i in range(m+1):\n        dp[i][0] = float('inf')\n    for j in range(n+1):\n        dp[0][j] = float('inf')\n\n    # Fill in dp table\n    for i in range(1, m+1):\n        for j in range(1, n+1):\n            if str1[i-1] == str2[j-1]:\n                dp[i][j] = dp[i-1][j-1]\n            else:\n                dp[i][j] = min(dp[i-1][j], dp[i][j-1], dp[i-1][j-1] + (str1[i-1] == str2[j-1]))\n\n    return dp[m][n]\n\n# Example usage\nstr1 = \"banana\"\nstr2 = \"ananana\"\nprint(lcs(str1, str2)) # prints 5\n```\n\nIn this implementation, we use a 2D dynamic programming table `dp` to store the LCS of substrings of `str1` and `str2`. The maximum value in each cell of `dp` represents the length of the LCS of the corresponding substrings. We initialize the table with maximum values, except for the first row and column, which are set to `float('inf')`.\nWe then fill in the table by iterating over the substrings of `str1` and `str2` in a sliding window fashion, and using the three possible options for each cell: the value of the previous cell in the same row or column, the value of the previous cell in the same row or column of the other string, or the sum of these two values plus one if the current substring and the previous substring match.\nOnce we have filled in the entire table, we return the maximum value in the last cell, which represents the LCS of the entire strings.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "jPGHEfp7FxhDyvRA6qEN3j", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 63, "text": "Here is a regular expression that can be used to validate an email address in Python:\n```\nimport re\n\n# Define the regular expression\nemail_regex = re.compile(r'^[a-zA-Z0-9._%+-]+@[a-zA-Z0-9.-]+\\.[a-zA-Z]{2,}$')\n\n# Test the regular expression\nemail = \"user@example.com\"\nif email_regex.match(email):\n    print(\"Email address is valid.\")\nelse:\n    print(\"Email address is not valid.\")\n```\nThis regular expression matches the following patterns:\n\n* One or more alphabetical characters (`[a-zA-Z]`), followed by a domain name, which must start and end with an alphanumeric character and may contain any combination of alphanumeric characters and the following special characters: `-` `.` `_` `%` `+` `*` `?` `@`.\n* The `@` symbol, followed by one or more alphanumeric characters, which may include the special characters listed above.\n* The domain name must not start or end with a `:` character.\n* The entire email address must end with a top-level domain of two or more alphanumeric characters.\n\nThis regular expression is not perfect, as it can be easily bypassed by spammers and does not check if the domain name actually exists. However, it can be a useful starting point for validating email addresses in many cases.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "Ra9eTcAuNZPkPRnaHiQrak", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 64, "text": "Here is an example of a program in Python that uses dynamic programming to find the nth Fibonacci number:\n```\ndef fibonacci(n):\n    # Initialize memoization table with 0s\n    memo = [[0] * (n + 1) for _ in range(n + 1)]\n    \n    # Base case: n = 0 or n = 1\n    if n <= 1:\n        return [0, 1]\n    \n    # Recursive case\n    else:\n        return fibonacci(n-1) + fibonacci(n-2)\n    \n# Test the function with a specific number of terms\nfor i in range(10):\n    print(fibonacci(i+1))\n```\nThis program defines a function `fibonacci` that takes an integer `n` as input and returns the `n`th Fibonacci number. The function uses dynamic programming to memoize the values of the previous terms in the sequence, so that it doesn't have to recalculate them every time. The function starts by initializing the memoization table with 0s, which means the first term of the sequence is 0. Then it checks if the input `n` is 0 or 1, and if it is, it returns 0 and 1. If the input `n` is greater than 1, it calls the function recursively twice, with inputs `n-1` and `n-2`, and returns the sum of those two values. This way it calculates the nth Fibonacci number by adding the n-1 and n-2 terms together.\n\nNote: The program above will work fine for small values of n, but for large values of n, it will take a lot of memory and time. A more efficient way to calculate the nth Fibonacci number is using Binet's formula.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "5mbEFLEnEx8Cm2wEF8WAbM", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 65, "text": "Here is an example of a binary search algorithm in Python:\n```\ndef binary_search(arr, target):\n    start = 0\n    end = len(arr) - 1\n    while start <= end:\n        mid = (start + end) // 2\n        if arr[mid] == target:\n            return mid\n        elif arr[mid] < target:\n            start = mid + 1\n        else:\n            end = mid - 1\n    return -1\n\narr = [1, 2, 3, 4, 5, 6, 7, 8, 9, 10]\ntarget = 4\nprint(binary_search(arr, target)) # output: 4\n```\nThe algorithm starts by initializing the start and end indices of the array to 0 and the length of the array -1, respectively. It then enters a while loop that continues as long as the start index is less than or equal to the end index.\n\nOn each iteration of the loop, it calculates the middle index of the array and compares the value at that index to the target value. If the values are equal, the algorithm returns the middle index. If the value at the middle index is less than the target, the algorithm updates the start index to be the middle index +1, and the end index to be the middle index -1. If the value at the middle index is greater than the target, the algorithm updates the end index to be the middle index -1 and the start index to be the middle index +1.\n\nIf the end index is less than the start index, the algorithm returns -1 to indicate that the target value is not present in the array.\n\nThis algorithm has a time complexity of O(log n) and is most efficient when used with a sorted array.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "KLbBzjbuwq4agAESQ9Wfpq", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 66, "text": "Here is an implementation of a queue using two stacks in Python:\n\n```cpp\nclass Queue:\n    def __init__(self):\n        self.in_stack = []\n        self.out_stack = []\n    \n    def enqueue(self, item):\n        self.in_stack.append(item)\n        self.out_stack.clear()\n    \n    def dequeue(self):\n        if not self.in_stack:\n            raise EmptyQueueError\n        item = self.in_stack.pop()\n        self.out_stack.append(item)\n        return item\n    \n    def peek(self):\n        if not self.in_stack:\n            raise EmptyQueueError\n        return self.in_stack[-1]\n    \n    def is_empty(self):\n        return not self.in_stack\n\nclass EmptyQueueError(Exception):\n    pass\n```\n\nIn this implementation, the `in_stack` and `out_stack` are used as the underlying data structure to implement the queue. The `enqueue` method adds an item to the end of the `in_stack` and clears the `out_stack`. The `dequeue` method removes an item from the front of the `in_stack` and adds it to the end of the `out_stack`. The `peek` method returns the item at the front of the `in_stack`. The `is_empty` method checks if the `in_stack` is empty. If the `in_stack` is empty, the `is_empty` method raises an `EmptyQueueError`.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "ganAwetd9VTzEAiTtsskzX", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 67, "text": "To find the common elements in two arrays without using any extra data structures, you can use an iterative approach. Here's one possible solution in Python:\n\ndef find\\_common\\_elements(arr1, arr2):\nresult = []\nfor item1 in arr1:\nfor item2 in arr2:\nif item1 == item2:\nresult.append(item1)\nreturn result\n\nHere's an example of how you could use this function:\n\narr1 = [1, 2, 3, 4, 5]\narr2 = [3, 4, 5, 6, 7]\n\nprint(find\\_common\\_elements(arr1, arr2))\n\nThis should output `[3, 4, 5]`. The function iterates over each item in both arrays, and if it finds a match, it adds the item to the `result` list. If there are no matches, it returns an empty list.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "LG6szQ3cqNRzUjXtZtXG94", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 68, "text": "To find the value of f(2), we need to substitute 2 for x in the function f(x).\n\nf(x) = 5x^3 - 2x + 3\n\nWhen x = 2, we have:\n\nf(2) = 5(2)^3 - 2(2) + 3 = 5 \\* 8 - 2 + 3 = 41 - 2 + 3 = 40\n\nSo the value of f(2) is 40.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "LHMnXGbSZubeZJcr5fgrte", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 69, "text": "We can solve this equation using the following steps:\n\n1. Simplify the left-hand side (LHS) of the equation by moving all the terms to one side and the numbers to the other: 3x + 10 = 5x - 10\n2. Combine the terms on the left-hand side by subtracting 5x from both sides: 3x = -5x\n3. Simplify the left-hand side by dividing both sides by 3: x = -5/3\n4. Take the natural logarithm of both sides to get the solution in terms of the natural logarithm base e: ln|x| = ln|-5/3| = -5/3 ln|e| = -5/3 ln(1.414) = -5/3 ln(1.414) = -5/3 ln(1 + 1/1.414) = -5/3 ln(1.414)\n5. Exponentiate both sides to get the solution in terms of e: x = e^(-5/3)\n6. Rearrange the solution to get x in terms of Euler's number: x = e^(-5/3) = 1/1.414^(-5/3) = 0.5877\n7. Round the solution to the desired number of decimal places: x = 0.5877\n\nTherefore, x = 0.5877 is the solution to the equation 3x + 10 = 5(x - 2).", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "TGENVWL5iAYi4NCf5jAzKy", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 70, "text": "The length of the line segment is the distance between the two points. To find the length, you can use the Pythagorean theorem, which states that the sum of the squares of the distances from a point to the two endpoints is equal to the square of the distance between the two endpoints.\n\nIn this case, the distance from the point (2, -2) to the point (10, 4) is given by the formula:\n\nsqrt((x2 - x1)^2 + (y2 - y1)^2)\n= sqrt((10 - 2)^2 + (4 - (-2))^2)\n= sqrt(18^2 + 4^2)\n= sqrt(324 + 16)\n= sqrt(340)\n= 17.973\n\nSo the length of the line segment is 17.973.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "kc9oytarvqyNVVfGZz93EL", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 71, "text": "Certainly, here's an example of a formal email proposing a joint venture:\n\nSubject: Proposal for Joint Venture\n\nDear [Name of Partner],\n\nI hope this email finds you well. I am writing to propose a joint venture between our companies, [Your Company Name] and [Partner Company Name]. We believe that by working together, we can achieve great success and mutually benefit from the partnership.\n\nOur company specializes in [Your Company's Expertise], while your company is a leader in [Partner Company's Expertise]. We believe that by combining our strengths and capabilities, we can create a powerful partnership that can bring innovative solutions to the market.\n\nWe propose that we establish a new company that will be jointly owned by our two companies. This new company will have its own management team, and will operate independently from our respective parent companies. We will work together to identify new business opportunities, and share the profits and losses of the new company equally.\n\nWe believe that this partnership will be highly beneficial for both of our companies. It will give us access to new markets, new customers, and new technologies. It will also allow us to share the risks and costs of new ventures, and to leverage our resources and expertise to achieve greater success.\n\nWe would like to schedule a meeting to discuss this proposal in more detail, and to explore how we can work together to achieve our mutual goals. We believe that this partnership has the potential to be a great success, and we are excited about the opportunities that it can bring.\n\nPlease let us know if you are available to meet in the next [X] days, and we will arrange a convenient time and place.\n\nThank you for considering our proposal. We look forward to hearing from you soon.\n\nBest regards,\n\n[Your Name]\n[Your Title]\n[Your Company Name]", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "NxstpvVEnGMny3jECtvrw2", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 72, "text": "Yes, I can help you write a resignation letter. Here is a sample letter you can use as a guide:\n\nDear [Employer],\n\nI am writing to inform you of my decision to resign from my position as [Position] at [Company]. I have truly appreciated the opportunities and experiences that I have had during my time here, and I am grateful for the support and guidance you and the team have provided me.\n\nI have accepted a new position at a different company, and I will be leaving on [date]. I am confident that the skills and experience I have gained during my time at [Company] will serve me well in my future endeavors.\n\nI want to assure you that I will do everything I can to ensure a smooth transition and to complete any outstanding tasks before my departure. I would be happy to discuss any specific needs or concerns you may have regarding this transition.\n\nAgain, I want to express my sincere appreciation for the opportunities and support provided to me during my time at [Company]. I am grateful for the friendships and connections I have made here, and I will always look back on my time here with fond memories.\n\nThank you for the opportunity to work with such a great team, and I wish you and the company continued success in the future.\n\nSincerely,\n\n[Your name]", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "XN9NBpeQJiQqGT5UYkys7N", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 73, "text": "[Your Name]\n[Your Title]\n[Your Affiliation]\n[Date]\n[Recipient\u2019s Name]\n[Recipient\u2019s Title]\n[Recipient\u2019s Affiliation]\n[Address]\nDear [Recipient\u2019s Name],\nI am writing to wholeheartedly recommend [Student\u2019s Name] for admission to the prestigious graduate program in computer science at [University Name]. As [Student\u2019s Name]\u2019s professor and academic advisor, I have had the pleasure of observing their academic prowess, intellectual curiosity, and exceptional character.\nIn my [Number] years of teaching, I have never encountered a student as dedicated and passionate about computer science as [Student\u2019s Name]. They consistently demonstrate exceptional aptitude in programming, algorithms, and data structures, and have shown a keen interest in artificial intelligence and machine learning. [Student\u2019s Name] has also shown great initiative in exploring new areas of research and has made significant contributions to the field through their work on [specific projects or research].\nIn addition to their academic excellence, [Student\u2019s Name] is an individual of exceptional character and integrity. They have consistently demonstrated leadership, teamwork, and collaboration skills, working effectively with their peers and mentors to achieve common goals. Their positive attitude and willingness to help others has made them a valuable member of the academic community.\nI am confident that [Student\u2019s Name] will make a valuable contribution to the graduate program in computer science at [University Name]. Their academic achievements, passion for computer science, and exceptional character make them an ideal candidate for this prestigious program.\nThank you for your consideration of my recommendation. I am confident that [Student\u2019s Name] will excel in their studies and make a significant contribution to the field of computer science.\nSincerely,\n[Your Signature]\n[Your Name]\n[Your Title]\n[Your Affiliation]", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "3qMqAZcfHUVUTEJnMXT8Pw", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 74, "text": "Subject: Introducing our latest innovation: [Software Name]\n\nDear valued customers,\n\nWe are proud to announce the launch of our new software solution, designed to revolutionize [industry/field] with its cutting-edge technology and user-friendly interface.\n\n[Software Name] is the result of years of research and development, and we believe it will bring significant improvements to [specific benefits or advantages]. With its advanced features and customizable options, it is the perfect solution for [target audience or market].\n\nHere are just a few of the key features of [Software Name]:\n\n* [Feature 1]\n* [Feature 2]\n* [Feature 3]\n* [Feature 4]\n* [Feature 5]\n\nWe invite you to experience the benefits of [Software Name] for yourself. Our team is available to answer any questions you may have and to help you get started.\n\nTo learn more and to schedule a demo, please visit our website or contact us directly.\n\nThank you for your continued support and for choosing [company name]. We look forward to serving you with our latest innovation.\n\nBest regards,\n[Your name]\n[Company name]", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "hMXjd228Mc8pnc7zgd2frG", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 75, "text": "Subject: Apology and Update on Order Delay\n\nDear [Customer Name],\n\nI am writing to apologize for the delay in the delivery of your order. I understand that this has caused inconvenience and frustration, and I want to assure you that we take this matter very seriously.\n\nWe have thoroughly investigated the issue and have identified the cause of the delay. We want to assure you that the issue has been resolved, and we are taking steps to prevent similar delays in the future.\n\nWe understand the importance of your order and the trust that you have placed in us. We want to assure you that we are committed to providing you with the highest level of service and quality products.\n\nAgain, please accept our sincere apologies for the delay and any inconvenience it may have caused. If you have any further concerns or questions, please do not hesitate to contact us.\n\nSincerely,\n\n[Your Name]", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "gUEd9nNepqy8nsfbypscHx", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 76, "text": "Hello and welcome to our YouTube video on the history and cultural significance of jazz.\nJazz is a genre of music that originated in New Orleans in the late 19th and early 20th centuries. It is characterized by its improvisational nature, blues and swing rhythms, and a mixture of different musical traditions, including African rhythms, European classical music, and folk music.\nThe birth of jazz is often attributed to the legendary cornet player, Buddy Bolden, who is said to have played a key role in shaping the sound and style of early jazz. However, it was Louis Armstrong, who is considered the \"Father of Jazz,\" who popularized the genre and brought it to the world.\nJazz has had a profound influence on American culture and has been an important part of the country's musical heritage. It has also played a significant role in shaping the world's music and has been a major influence on many other genres, including rock and roll, hip hop, and R&B.\nJazz has also been a crucial part of the civil rights movement in the United States. The music has often been used as a form of protest and has been associated with the fight for equality and justice.\nThroughout its history, jazz has been shaped and influenced by a wide range of musicians and cultural movements. Today, it continues to evolve and remains an important and influential genre of music, both in the United States and around the world.\nIn conclusion, jazz is a genre of music that has had a rich history and continues to be an important part of American and world culture. Its improvisational nature, blues and swing rhythms, and mixture of different musical traditions have made it a unique and beloved genre of music, and one that will continue to be enjoyed for generations to come.\nThanks for watching, and we hope you learned something new about the history and cultural significance of jazz.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "nZZyn3SAvU8T2BVR73LMHC", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 77, "text": "Aloha, fellow travelers! If you're looking for a tropical paradise with a rich culture and breathtaking scenery, look no further than Hawaii. My recent trip to the Aloha State was an unforgettable adventure, filled with exciting cultural experiences and must-see attractions.\nFirst and foremost, I was blown away by the warm and welcoming spirit of the Hawaiian people. From the moment I arrived, I felt at home and was greeted with open arms by the locals. Whether it was the hotel staff, my tour guide, or the friendly strangers I met on the street, everyone I encountered was eager to share their love for their home state.\nOne of the most memorable cultural experiences I had was attending a traditional Hawaiian luau. At this festive event, I was treated to a delicious feast of local cuisine, including poi, laulau, and kalua pig, all while listening to the hypnotic beat of the hula. The dancers, dressed in beautiful native garb, told stories of the islands and their history through their movements. It was truly a magical evening that allowed me to connect with the rich heritage of Hawaii.\nAnother must-see attraction that left me in awe was the breathtaking beauty of Haleakala National Park. The park boasts a dormant volcano, the largest on the island, that offers a stunning sunrise or sunset hike. As the sun rose over the horizon, I was struck by the vibrant colors and stark beauty of the landscape. It was an experience that truly humbled me, and one that I will never forget.\nOf course, no trip to Hawaii would be complete without spending some time at the beach. With its crystal-clear waters, golden sand, and gentle waves, Wailea Beach was the perfect spot to relax and soak up the sun. Whether you're an avid surfer, a beach bum, or simply looking to unwind, Hawaii's beaches are sure to steal your heart.\nIn conclusion, Hawaii was a true paradise that exceeded all of my expectations. From the moment I stepped off the plane, I was immersed in a culture that was rich, vibrant, and full of life. With so many must-see attractions and unforgettable experiences, Hawaii is the perfect destination for any traveler looking for a little bit of adventure, culture, and relaxation. Mahalo for reading, and I hope to see you in Hawaii soon!", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "YM4qjUM5VfmWnzM3HXRB4G", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 78, "text": "\"Beyond the Horizon\" is a thrilling science fiction film that takes you on a journey through time and space. The movie follows the story of a group of astronauts who are sent on a mission to a distant planet to search for signs of alien life.\n\nThe plot is fast-paced and keeps you on the edge of your seat from start to finish. The special effects are out of this world, with stunning visuals that transport you to a world beyond our own. The characters are well-developed and you easily become invested in their fate.\n\nThe cast is led by a charismatic actor who brings a sense of determination and courage to his role as the leader of the mission. The supporting cast is equally impressive, with each actor bringing their own unique personality to their character.\n\nOverall, \"Beyond the Horizon\" is a must-see movie for science fiction fans and anyone looking for a captivating and thrilling film. With its engaging plot, well-developed characters, and stunning special effects, this movie is sure to leave you with a sense of wonder and awe. So, grab some popcorn and get ready to blast off on an interstellar adventure!", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "WcbzNkzu5q66QkK92NxmGB", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 79, "text": "Opening:\n\"Hey there, welcome to this episode of Sound Matters, where we explore the many facets of the music industry. Today, we're going to be talking about the influence of streaming platforms on the music industry. Whether you're a fan, an artist, or a industry insider, it's hard to deny the massive impact that streaming platforms like Spotify, Apple Music, and Tidal have had on the way we consume and discover music. So, let's dive in and talk about how streaming platforms have changed the game.\"\n\nSegment 1: The Pros of Streaming Platforms\n\n* Increased access to music\n* Convenience and ease of use\n* Greater exposure for artists\n* Revenue streams for artists\n\nSegment 2: The Cons of Streaming Platforms\n\n* Decreased album sales and revenue for artists\n* Artists not being paid fairly\n* Piracy and copyright issues\n* Mental health and addiction concerns\n\nSegment 3: The Future of Streaming Platforms\n\n* Where the industry is headed\n* Potential changes and improvements\n* The role of streaming platforms in the future\n\nClosing:\n\"That's all for this episode of Sound Matters. We hope you enjoyed the discussion on the influence of streaming platforms on the music industry. As always, thank you for tuning in. Until next time, keep listening and keep loving the music.\"", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
+{"answer_id": "Tfm4f2mbpKJsa8MT6exs8D", "model_id": "vicuna-13b:20230322-clean-lang", "question_id": 80, "text": "The concert was a true spectacle of sound, featuring a talented orchestra that performed with precision and passion. The conductor lead the ensemble with skill and finesse, bringing out the full range of emotion in each piece.\n\nFrom the opening notes of the first piece, it was clear that the orchestra was in top form. The strings were rich and full-bodied, the woodwinds were crisp and clear, and the brass was powerful and commanding. The overall sound was dynamic and engaging, keeping the audience on the edge of their seats throughout the performance.\n\nOne of the standout pieces of the evening was the second movement of Dvorak's Symphony No. 9, which was performed with a deep sense of longing and yearning. The orchestra's playing was heartfelt and moving, evoking a sense of nostalgia and wistfulness in the audience.\n\nThe final piece of the concert was a rousing performance of Tchaikovsky's 1812 Overture, complete with cannon fire and bells. The orchestra played with gusto and energy, bringing the audience to their feet in a standing ovation.\n\nOverall, the concert was a fantastic experience for both the orchestra and the audience. The orchestra played with passion and precision, and the audience was transported by the music. The performance was a true celebration of the power of music, and it left a lasting impression on all who were fortunate enough to be in attendance.", "metadata": {"huggingface_argument": {"do_sample": true, "temperature": 0.7, "max_new_tokens": 1024}}}
diff --git a/llava/eval/table/caps_boxes_coco2014_val_80.jsonl b/llava/eval/table/caps_boxes_coco2014_val_80.jsonl
new file mode 100644
index 0000000000000000000000000000000000000000..a0130f304cd0b39f02f3b155897ff8d92b13126a
--- /dev/null
+++ b/llava/eval/table/caps_boxes_coco2014_val_80.jsonl
@@ -0,0 +1,80 @@
+{"id": "000000296284", "image": "000000296284.jpg", "captions": ["A donut shop is full of different flavors of donuts.", "Fruit flavored donuts lined up in a glass fronted cabinet", "A rack with some doughnuts in a glass case.", "A display case in a bakery filled with donuts.", "An assortment of doughnuts are arranged in a display case."], "instances": [{"category": "donut", "bbox": [0.37, 0.584, 0.504, 0.709]}, {"category": "donut", "bbox": [0.369, 0.22, 0.492, 0.317]}, {"category": "donut", "bbox": [0.471, 0.587, 0.639, 0.706]}, {"category": "donut", "bbox": [0.544, 0.213, 0.679, 0.316]}, {"category": "donut", "bbox": [0.035, 0.22, 0.196, 0.328]}, {"category": "donut", "bbox": [0.054, 0.608, 0.221, 0.711]}, {"category": "donut", "bbox": [0.283, 0.586, 0.429, 0.708]}, {"category": "donut", "bbox": [0.466, 0.226, 0.585, 0.32]}, {"category": "donut", "bbox": [0.28, 0.232, 0.393, 0.322]}, {"category": "donut", "bbox": [0.0, 0.609, 0.097, 0.722]}]}
+{"id": "000000151358", "image": "000000151358.jpg", "captions": ["A newspaper that has sunglasses on top of it sitting in front of books.", "an apple sunglasses books and a teddy bear", "A folded newspaper and sunglasses are on a table with an apple, books, and teddy bear behind.", "An apple sitting on a table next to sunglasses and a news paper.", "There are sunglasses laying on the folded newspaper."], "instances": [{"category": "tie", "bbox": [0.258, 0.074, 0.527, 0.589]}, {"category": "apple", "bbox": [0.621, 0.482, 0.853, 0.645]}, {"category": "book", "bbox": [0.154, 0.107, 0.275, 0.59]}, {"category": "book", "bbox": [0.535, 0.09, 0.735, 0.583]}, {"category": "book", "bbox": [0.051, 0.112, 0.159, 0.6]}, {"category": "teddy bear", "bbox": [0.753, 0.084, 1.0, 0.517]}, {"category": "book", "bbox": [0.681, 0.097, 0.796, 0.483]}, {"category": "book", "bbox": [0.443, 0.099, 0.574, 0.588]}, {"category": "book", "bbox": [0.267, 0.337, 0.386, 0.579]}]}
+{"id": "000000052312", "image": "000000052312.jpg", "captions": ["The old man literally has a toothbrush mustache.", "An old man with a tooth brush head under his nose, mimicking Hitler", "A man wearing a toothbrush for a moustache.", "A man with the head of a toothbrush under his nose like a mustache", "An elderly man wearing the head of a toothbrush as a moustache."], "instances": [{"category": "toothbrush", "bbox": [0.345, 0.59, 0.594, 0.679]}, {"category": "person", "bbox": [0.0, 0.03, 1.0, 0.99]}]}
+{"id": "000000473210", "image": "000000473210.jpg", "captions": ["two people taking apart their wii controllers to replace batteries", "People taking apart video game remote controls on a table", "People handling a couple of remotes taking them apart.", "two sets of hands a wooden table and two controllers", "Two people who are taking apart a video game controller."], "instances": [{"category": "person", "bbox": [0.002, 0.334, 0.453, 0.986]}, {"category": "remote", "bbox": [0.407, 0.207, 0.727, 0.604]}, {"category": "remote", "bbox": [0.088, 0.344, 0.313, 0.547]}, {"category": "laptop", "bbox": [0.001, 0.049, 0.1, 0.197]}, {"category": "person", "bbox": [0.484, 0.254, 0.998, 0.985]}, {"category": "dining table", "bbox": [0.0, 0.003, 1.0, 0.956]}]}
+{"id": "000000097131", "image": "000000097131.jpg", "captions": ["A car parked by a parking meter in front of a building.", "A car is sitting parked at a curb in front of a parking meter.", "A black car on the street next to a parking meter.", "A gray car parked in front of two parking meters.", "A black car parked on the side of the road."], "instances": [{"category": "car", "bbox": [0.227, 0.362, 0.946, 0.761]}, {"category": "car", "bbox": [0.793, 0.322, 0.88, 0.4]}, {"category": "car", "bbox": [0.0, 0.447, 0.028, 0.726]}, {"category": "parking meter", "bbox": [0.156, 0.35, 0.186, 0.453]}, {"category": "truck", "bbox": [0.907, 0.331, 1.0, 0.408]}, {"category": "parking meter", "bbox": [0.188, 0.349, 0.218, 0.448]}]}
+{"id": "000000543364", "image": "000000543364.jpg", "captions": ["There is a table in the middle of the room.", "A room with a couch, table, lamp and a chaise.", "A living room with couch, chaise, track lighting, and a large window.", "A room with large windows, a couch and a table.", "A living room with lots of furniture and a large window."], "instances": [{"category": "dining table", "bbox": [0.388, 0.644, 0.636, 0.879]}, {"category": "couch", "bbox": [0.194, 0.531, 0.552, 0.777]}, {"category": "couch", "bbox": [0.568, 0.488, 0.907, 0.783]}, {"category": "remote", "bbox": [0.524, 0.651, 0.556, 0.675]}, {"category": "chair", "bbox": [0.661, 0.478, 0.802, 0.604]}]}
+{"id": "000000217181", "image": "000000217181.jpg", "captions": ["They are standing next to some stylish motorcycles.", "Three men are standing around looking at sports motorcycles.", "A small group of men are standing around a motorcycle.", "Two men surrounding a blue motorcycle and others", "A few blue motorcycles are parked in a lot."], "instances": [{"category": "car", "bbox": [0.011, 0.177, 0.2, 0.336]}, {"category": "motorcycle", "bbox": [0.032, 0.139, 0.907, 0.982]}, {"category": "motorcycle", "bbox": [0.0, 0.239, 0.148, 0.613]}, {"category": "motorcycle", "bbox": [0.0, 0.301, 0.106, 0.45]}, {"category": "person", "bbox": [0.775, 0.043, 0.93, 0.463]}, {"category": "person", "bbox": [0.717, 0.116, 0.81, 0.509]}, {"category": "person", "bbox": [0.296, 0.008, 0.472, 0.325]}, {"category": "person", "bbox": [0.115, 0.19, 0.164, 0.269]}, {"category": "truck", "bbox": [0.63, 0.227, 0.731, 0.335]}]}
+{"id": "000000140289", "image": "000000140289.jpg", "captions": ["Two born bears walking though a forest surrounded by trees.", "Two full grown brown bears in a habitat.", "Two bears are roaming around in the woods.", "Two bears around logs in front of a large rock.", "Two big bears wandering through the woods together"], "instances": [{"category": "bear", "bbox": [0.131, 0.269, 0.375, 0.65]}, {"category": "bear", "bbox": [0.568, 0.193, 0.809, 0.827]}]}
+{"id": "000000460149", "image": "000000460149.jpg", "captions": ["A clock hosted on a pole on a pavement next to a building", "Street clock on quiet street with trees and bicycles.", "A tall clock stands on an empty sidewalk.", "A pole that has a clock on the top of it.", "a clock on a short tower and potted plants along the sidewalk"], "instances": [{"category": "potted plant", "bbox": [0.14, 0.71, 0.338, 0.856]}, {"category": "bicycle", "bbox": [0.65, 0.671, 0.766, 0.733]}, {"category": "car", "bbox": [0.38, 0.608, 0.488, 0.656]}, {"category": "clock", "bbox": [0.468, 0.048, 0.699, 0.216]}, {"category": "bicycle", "bbox": [0.669, 0.662, 0.719, 0.67]}, {"category": "car", "bbox": [0.786, 0.625, 0.86, 0.668]}, {"category": "potted plant", "bbox": [0.756, 0.637, 0.819, 0.682]}, {"category": "person", "bbox": [0.942, 0.615, 0.954, 0.641]}, {"category": "bicycle", "bbox": [0.648, 0.68, 0.714, 0.747]}, {"category": "car", "bbox": [0.837, 0.619, 0.88, 0.659]}, {"category": "potted plant", "bbox": [0.017, 0.197, 0.443, 0.686]}]}
+{"id": "000000225738", "image": "000000225738.jpg", "captions": ["A group of giraffes standing up in their natural habitat.", "A group of giraffe standing in a grass field.", "A group of four giraffes near the same tree.", "there are four giraffes standing among some dry brush", "A herd of giraffe standing on top of a grass field."], "instances": [{"category": "giraffe", "bbox": [0.648, 0.231, 0.855, 0.915]}, {"category": "giraffe", "bbox": [0.33, 0.136, 0.521, 0.93]}, {"category": "giraffe", "bbox": [0.406, 0.261, 0.515, 1.0]}, {"category": "giraffe", "bbox": [0.347, 0.194, 0.583, 0.922]}]}
+{"id": "000000109532", "image": "000000109532.jpg", "captions": ["An adorable husky dog sleeping in a dog bed next to a fan.", "A dark room with a dog sleeping on a dog bed.", "A dog is sleeping in a dark room.", "a large dog laying in a dog bed in a living room", "A dog sleeping on a dog bed in a room."], "instances": [{"category": "dog", "bbox": [0.426, 0.661, 0.582, 0.925]}, {"category": "potted plant", "bbox": [0.603, 0.261, 0.781, 0.613]}, {"category": "chair", "bbox": [0.67, 0.515, 0.899, 0.801]}, {"category": "potted plant", "bbox": [0.671, 0.439, 0.763, 0.612]}, {"category": "chair", "bbox": [0.852, 0.653, 0.948, 0.818]}]}
+{"id": "000000118606", "image": "000000118606.jpg", "captions": ["A man riding skis on top of a rail.", "a person riding a pair of skis on a rail", "Someone on a pair of skis on a ramp at the ski slope", "Person with skis in the air above the snow.", "A man performing a trick on a rail while skiing."], "instances": [{"category": "person", "bbox": [0.444, 0.361, 0.537, 0.633]}, {"category": "skis", "bbox": [0.413, 0.554, 0.539, 0.664]}, {"category": "person", "bbox": [0.342, 0.585, 0.352, 0.62]}, {"category": "person", "bbox": [0.439, 0.565, 0.446, 0.58]}]}
+{"id": "000000385873", "image": "000000385873.jpg", "captions": ["Three pizzas sitting next to each other in boxes.", "Two smaller pizzas sit beside a large pizza topped with tortilla chips.", "Three pizzas inside their delivery boxes, one with two side orders of sauce.", "One pizza is larger than two other pizzas.", "Three pizza boxes with pizza in them are open."], "instances": [{"category": "bowl", "bbox": [0.634, 0.624, 0.736, 0.752]}, {"category": "pizza", "bbox": [0.3, 0.382, 0.615, 0.733]}, {"category": "pizza", "bbox": [0.0, 0.4, 0.287, 0.745]}, {"category": "pizza", "bbox": [0.624, 0.279, 0.999, 0.753]}, {"category": "bowl", "bbox": [0.94, 0.247, 1.0, 0.352]}]}
+{"id": "000000092109", "image": "000000092109.jpg", "captions": ["A giraffe's head is pictured in this clear, colorful photo.", "A giraffe is standing tall in the middle of several bright green trees", "The face of a giraffe looking to the side.", "the close up head shot of a giraffe", "this is a giraffe chewing on some leaves"], "instances": [{"category": "giraffe", "bbox": [0.236, 0.122, 1.0, 0.987]}]}
+{"id": "000000163076", "image": "000000163076.jpg", "captions": ["There's an outdoor dining area featuring a fountain.", "A table sitting next to a water fountain covered by an umbrella.", "An empty restaurant patio with tables and umbrellas.", "An outdoor restaurant with a fountain at night", "A fountain bubbles in the plaza of an outdoor cafe."], "instances": [{"category": "umbrella", "bbox": [0.064, 0.069, 0.95, 0.844]}, {"category": "chair", "bbox": [0.198, 0.574, 0.355, 0.704]}, {"category": "chair", "bbox": [0.42, 0.571, 0.55, 0.738]}, {"category": "dining table", "bbox": [0.066, 0.741, 0.766, 0.925]}, {"category": "dining table", "bbox": [0.059, 0.584, 0.27, 0.659]}, {"category": "chair", "bbox": [0.432, 0.567, 0.52, 0.624]}, {"category": "chair", "bbox": [0.433, 0.555, 0.504, 0.6]}, {"category": "chair", "bbox": [0.109, 0.673, 0.374, 0.796]}]}
+{"id": "000000560371", "image": "000000560371.jpg", "captions": ["Street signs from the corner of 8th ave. and 22 3/4 st.", "A two way street sign with one sign that changes from one name to another.", "A street sign is pointing towards 8th avenue and the other is pointing towards 22 3/4 street in the middle of the forest.", "A street sign standing in front of some trees.", "Peculiar street sign showing intersection of 23 3/4 St and 8th Ave/CTH D."], "instances": []}
+{"id": "000000367571", "image": "000000367571.jpg", "captions": ["A couple of different doughnuts in a box", "There are four donuts in a box, and some are cake donuts and a doughnut with nuts and coconut on top.", "A box of glazed doughnuts on a table.", "Three donuts with toppings on them sitting inside a box.", "A box that is filled with different kinds of doughnuts."], "instances": [{"category": "donut", "bbox": [0.412, 0.335, 0.711, 0.681]}, {"category": "donut", "bbox": [0.093, 0.493, 0.486, 0.922]}, {"category": "donut", "bbox": [0.713, 0.423, 0.957, 0.874]}, {"category": "donut", "bbox": [0.13, 0.331, 0.397, 0.55]}]}
+{"id": "000000580197", "image": "000000580197.jpg", "captions": ["Two men in bow ties standing next to steel rafter.", "Several men in suits talking together in a room.", "An older man in a tuxedo standing next to a younger man in a tuxedo wearing glasses.", "Two men wearing tuxedos glance at each other.", "Older man in tuxedo sitting next to another younger man in tuxedo."], "instances": [{"category": "tie", "bbox": [0.914, 0.46, 0.984, 0.512]}, {"category": "person", "bbox": [0.297, 0.638, 0.71, 0.989]}, {"category": "person", "bbox": [0.77, 0.177, 1.0, 0.971]}, {"category": "tie", "bbox": [0.281, 0.481, 0.368, 0.519]}, {"category": "person", "bbox": [0.103, 0.204, 0.497, 1.0]}]}
+{"id": "000000506095", "image": "000000506095.jpg", "captions": ["A cat is staring at a laptop computer.", "a cat on a desk with a laptop and a mouse", "A cat that is sitting at a desk next to a laptop.", "A kitten sitting on a laptop computer sitting on top of a wooden desk.", "A kitten sits facing an open black laptop."], "instances": [{"category": "cat", "bbox": [0.658, 0.207, 1.0, 0.754]}, {"category": "laptop", "bbox": [0.108, 0.135, 0.766, 0.69]}, {"category": "book", "bbox": [0.836, 0.239, 0.954, 0.273]}, {"category": "book", "bbox": [0.0, 0.556, 0.128, 0.685]}, {"category": "book", "bbox": [0.039, 0.574, 0.257, 0.691]}, {"category": "book", "bbox": [0.825, 0.214, 0.962, 0.254]}, {"category": "book", "bbox": [0.892, 0.275, 0.958, 0.308]}, {"category": "book", "bbox": [0.922, 0.318, 0.986, 0.353]}, {"category": "book", "bbox": [0.87, 0.267, 0.951, 0.291]}, {"category": "book", "bbox": [0.949, 0.102, 0.976, 0.114]}, {"category": "book", "bbox": [0.936, 0.161, 0.958, 0.168]}]}
+{"id": "000000024996", "image": "000000024996.jpg", "captions": ["A bathroom with a glass door and a sink.", "A blue lined bathroom with an open glass door.", "A nice bathroom with a sink, toilet, and tiled shower.", "A bathroom that is clean and shiny in the day.", "a bathroom with a sink and a mirror and a window"], "instances": [{"category": "toilet", "bbox": [0.842, 0.934, 0.95, 1.0]}, {"category": "sink", "bbox": [0.506, 0.724, 0.683, 0.834]}]}
+{"id": "000000457882", "image": "000000457882.jpg", "captions": ["a girl in a bikini and a brown and white dog and a few other people", "A woman with a swimsuit on sitting with a dog.", "A woman is sitting with a dog on her lap.", "A dog sitting next to a woman in her swimsuit.", "WOMAN SITTING WITH HER DOG, AND OTHER WOMEN ARE AROUND"], "instances": [{"category": "dog", "bbox": [0.202, 0.409, 0.54, 0.81]}, {"category": "dog", "bbox": [0.61, 0.428, 0.729, 0.723]}, {"category": "boat", "bbox": [0.003, 0.705, 0.939, 0.974]}, {"category": "person", "bbox": [0.236, 0.001, 0.558, 0.784]}, {"category": "person", "bbox": [0.681, 0.001, 0.957, 0.798]}, {"category": "person", "bbox": [0.849, 0.478, 1.0, 0.946]}, {"category": "person", "bbox": [0.345, 0.187, 0.634, 0.828]}, {"category": "person", "bbox": [0.033, 0.345, 0.109, 0.434]}]}
+{"id": "000000081552", "image": "000000081552.jpg", "captions": ["A cat sitting and curled up on a red couch", "A cat laying on a red couch sleeping.", "a tan and black cat curled up asleep on a red velvet seat", "A cat is curled up on a red sofa.", "Cat curled up, sleeping on a red plush couch."], "instances": [{"category": "cat", "bbox": [0.412, 0.237, 0.634, 0.482]}, {"category": "couch", "bbox": [0.003, 0.005, 1.0, 0.99]}]}
+{"id": "000000273450", "image": "000000273450.jpg", "captions": ["A person flipping of a parking meter on the side of a road.", "A man holds up his middle finger to a parking meter.", "Person giving the middle finger to a parking meter.", "a black silver white blue red an orange parking meter and a hand flipping it off", "A person is flipping off a parking meter."], "instances": [{"category": "person", "bbox": [0.0, 0.475, 0.565, 0.987]}, {"category": "car", "bbox": [0.0, 0.0, 0.531, 0.734]}, {"category": "parking meter", "bbox": [0.0, 0.0, 1.0, 0.987]}]}
+{"id": "000000203879", "image": "000000203879.jpg", "captions": ["There is a small cellphone displayed between a set of ear buds and two paper weights.", "a cell phone lays next to some diamonds", "a close up of a cell phone on a table near earbuds", "A cell phone sits on a table next to some jewels.", "A cell phone, ear buds, and two jewels laying near each other."], "instances": [{"category": "cell phone", "bbox": [0.322, 0.233, 0.62, 0.79]}]}
+{"id": "000000346875", "image": "000000346875.jpg", "captions": ["two zebras in a field near one another", "A couple of zebra walking across a green field.", "Two zebra are walking near a gravel road.", "two zebras in a green field of grass and some trees", "A zebra follows another zebra through a park."], "instances": [{"category": "zebra", "bbox": [0.591, 0.263, 0.82, 0.466]}, {"category": "zebra", "bbox": [0.293, 0.243, 0.561, 0.45]}]}
+{"id": "000000525439", "image": "000000525439.jpg", "captions": ["a man stands in front of a flipped skate boarder", "A man standing next to a skateboard that is laying on the ground wheels pointed up.", "Skateboard laying upside down on cement with someone standing next to it.", "A boy in camo shorts stands before an overturned skateboard.", "a person with an upside down skate board"], "instances": [{"category": "person", "bbox": [0.307, 0.001, 0.63, 0.739]}, {"category": "skateboard", "bbox": [0.0, 0.592, 0.626, 0.969]}]}
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+{"id": "000000066144", "image": "000000066144.jpg", "captions": ["A woman standing in front of window next to a bug and a stop sign.", "A car parked on the street next to a tree and stop sign.", "A lone Volkswagen is parked by a stop sign.", "A window view of a small car near a street stop sign.", "An old VW Bug standing at a stop sign."], "instances": [{"category": "stop sign", "bbox": [0.501, 0.328, 0.569, 0.428]}, {"category": "car", "bbox": [0.242, 0.488, 0.56, 0.726]}, {"category": "car", "bbox": [0.279, 0.325, 0.33, 0.363]}, {"category": "car", "bbox": [0.153, 0.333, 0.29, 0.405]}, {"category": "car", "bbox": [0.11, 0.339, 0.177, 0.373]}, {"category": "car", "bbox": [0.0, 0.654, 0.082, 0.826]}, {"category": "car", "bbox": [0.0, 0.322, 0.064, 0.364]}, {"category": "car", "bbox": [0.451, 0.333, 0.51, 0.392]}]}
+{"id": "000000455772", "image": "000000455772.jpg", "captions": ["A person in a field jumping to catch a Frisbee.", "A guy jumping to catch a frisbee in mid-air.", "A person that is trying to get a frisbee.", "Nice reach, but the Frisbee flies on, victorious.", "A man playing frisbee in a grassy yard."], "instances": [{"category": "car", "bbox": [0.148, 0.339, 0.201, 0.476]}, {"category": "car", "bbox": [0.376, 0.396, 0.424, 0.476]}, {"category": "person", "bbox": [0.547, 0.122, 0.698, 0.904]}, {"category": "frisbee", "bbox": [0.479, 0.154, 0.555, 0.231]}, {"category": "car", "bbox": [0.001, 0.299, 0.085, 0.394]}]}
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+{"id": "000000207151", "image": "000000207151.jpg", "captions": ["A vegetarian pizza is half eaten on a pizza holder.", "A couple of pieces of pizza with vegetable slices on them.", "A wooden pan serving tray with a pizza on it.", "A pizza on a cutting board is half gone.", "A Pizza is nearly finished with only three pieces left."], "instances": [{"category": "bottle", "bbox": [0.001, 0.001, 0.121, 0.231]}, {"category": "cup", "bbox": [0.0, 0.002, 0.121, 0.238]}, {"category": "pizza", "bbox": [0.17, 0.472, 0.526, 0.82]}, {"category": "pizza", "bbox": [0.398, 0.106, 0.962, 0.679]}, {"category": "dining table", "bbox": [0.0, 0.001, 1.0, 0.988]}]}
+{"id": "000000431165", "image": "000000431165.jpg", "captions": ["A baby elephant standing in front of a brick building.", "An elephant is standing near a dirt mount in an exhibit.", "Grey elephant standing next to a large sand dune in a pen.", "An elephant standing alone inside of an enclosure.", "The baby elephant is alone in the pen."], "instances": [{"category": "elephant", "bbox": [0.303, 0.399, 0.638, 0.78]}]}
+{"id": "000000378545", "image": "000000378545.jpg", "captions": ["A pole that has a clock on top of it.", "A clock mounted on an outdoor post with Roman numerals.", "a clock on a pole saying it is 12:45", "An ornamental standing clock is at the foreground of a row of houses.", "A black and gold clock on a pole in front of a building."], "instances": [{"category": "clock", "bbox": [0.216, 0.249, 0.749, 0.658]}]}
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+{"id": "000000161011", "image": "000000161011.jpg", "captions": ["Three skiers posing for a picture on the slope.", "Three skiers pause for a photo at the top of a mountain.", "Three people standing on a mountain taking a picture as they ski.", "A woman and two men on skis on a snowy hillside surrounded by trees", "Three skiers have stopped to pose for a picture."], "instances": [{"category": "person", "bbox": [0.36, 0.321, 0.509, 0.82]}, {"category": "person", "bbox": [0.179, 0.281, 0.349, 0.795]}, {"category": "person", "bbox": [0.611, 0.292, 0.751, 0.809]}, {"category": "skis", "bbox": [0.595, 0.743, 0.732, 0.961]}, {"category": "skis", "bbox": [0.341, 0.724, 0.621, 0.907]}, {"category": "skis", "bbox": [0.212, 0.705, 0.398, 0.905]}]}
+{"id": "000000284296", "image": "000000284296.jpg", "captions": ["Three giraffe's leaning over to get a sip of water.", "an image of a herd of giraffes in the water", "three giraffes banding down to drink water with trees in the background", "Three giraffe drinking from a pond with brush in back.", "Giraffes leaning down to drink at a watering hole"], "instances": [{"category": "giraffe", "bbox": [0.624, 0.387, 0.822, 0.635]}, {"category": "giraffe", "bbox": [0.4, 0.326, 0.561, 0.58]}, {"category": "giraffe", "bbox": [0.152, 0.291, 0.343, 0.551]}]}
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+{"id": "000000293505", "image": "000000293505.jpg", "captions": ["A person on a motor bike next to a cow.", "A woman riding a motorcycle down a dirt road.", "there is a woman riding a scooter down a dirt road", "A woman on a moped, two men and animals walking down the road.", "A woman on a motorcycle is next to a man walking a dog along with other people going down a dirt road."], "instances": [{"category": "cow", "bbox": [0.602, 0.472, 0.721, 0.816]}, {"category": "motorcycle", "bbox": [0.402, 0.512, 0.516, 0.788]}, {"category": "person", "bbox": [0.408, 0.4, 0.514, 0.639]}, {"category": "person", "bbox": [0.754, 0.301, 1.0, 1.0]}, {"category": "person", "bbox": [0.705, 0.415, 0.789, 0.714]}, {"category": "cow", "bbox": [0.347, 0.44, 0.373, 0.509]}, {"category": "cow", "bbox": [0.361, 0.436, 0.381, 0.501]}]}
+{"id": "000000305873", "image": "000000305873.jpg", "captions": ["A little girl holding a red black dotted umbrella.", "A little girl with rain boots and a rain jacket on and an open umbrella to match her jacket.", "a little girl holding onto a lady bug pattern umbrella", "The child wears a labybug rain coat with a matching umbrella.", "A little girl wearing a ladybug raincoat and green rubber boots holding a ladybug umbrella"], "instances": [{"category": "umbrella", "bbox": [0.246, 0.002, 0.992, 0.415]}, {"category": "person", "bbox": [0.35, 0.132, 0.699, 0.791]}, {"category": "car", "bbox": [0.614, 0.0, 1.0, 0.465]}]}
+{"id": "000000034096", "image": "000000034096.jpg", "captions": ["A house being built with lots of wood.", "A big pile of building material is placed on the floor in the wooden structure.", "A partially-built house with wooden studs and staircase in view.", "A house full of wood getting built at the moment.", "The beginning stages of a home still being made."], "instances": [{"category": "bed", "bbox": [0.505, 0.42, 0.721, 0.59]}, {"category": "tv", "bbox": [0.192, 0.441, 0.335, 0.606]}]}
+{"id": "000000165257", "image": "000000165257.jpg", "captions": ["A large black counter top sitting next to a sink.", "a clean kitchen counter with a clean sink", "A kitchen with a sink, dishwasher and some boxes on the counter.", "A kitchen with a sink, dishwasher and boxes on the counter.", "a black counter on a wood cabinet in a kitchen", "a new kitchen cabinet with a sink being installed"], "instances": [{"category": "sink", "bbox": [0.513, 0.243, 0.718, 0.314]}]}
+{"id": "000000431026", "image": "000000431026.jpg", "captions": ["a street sign on a city street near some tall bushes", "street signs on a metal pole lining a sidewalk lined with shrubbery.", "a large hedge of bushes on a corner near a street sign.", "Two street signs on sidewalk next to bushes and trees.", "Street signs along a well manicured street with large houses."], "instances": []}
+{"id": "000000524575", "image": "000000524575.jpg", "captions": ["Three giraffe and a wildebeest in a field.", "A moose and several giraffes are grazing in the field.", "Zebras in the wild with a wildebeest behind them", "Two giraffe and a ox standing in a field eating grass.", "Giraffes and other safari animals graze in a sunlit field."], "instances": [{"category": "cow", "bbox": [0.46, 0.716, 0.643, 0.999]}, {"category": "giraffe", "bbox": [0.285, 0.5, 0.401, 0.826]}, {"category": "giraffe", "bbox": [0.083, 0.554, 0.179, 0.821]}, {"category": "giraffe", "bbox": [0.887, 0.481, 0.968, 0.715]}]}
+{"id": "000000326550", "image": "000000326550.jpg", "captions": ["Black and white photograph of a person holding a surfboard by water.", "A person with a surfboard standing next to the water.", "A surfer stands on the rocks watching a wave crash.", "A man standing on a beach holding a surfboard.", "a person looking at the waves ready to surf"], "instances": [{"category": "person", "bbox": [0.327, 0.461, 0.492, 0.897]}, {"category": "surfboard", "bbox": [0.282, 0.56, 0.606, 0.741]}, {"category": "person", "bbox": [0.924, 0.352, 0.933, 0.362]}, {"category": "person", "bbox": [0.912, 0.348, 0.919, 0.36]}]}
+{"id": "000000018476", "image": "000000018476.jpg", "captions": ["A tie that is sitting on top of a shirt.", "This photograph appears to be looking truly wonderful.", "a uniform complete with shoes laying on a bed", "Suit laid out with a red tie, white shirt and black shoes.", "a white shirt a red tie and some black shoes"], "instances": [{"category": "tie", "bbox": [0.457, 0.09, 0.853, 0.984]}, {"category": "bed", "bbox": [0.005, 0.005, 1.0, 0.379]}]}
+{"id": "000000480652", "image": "000000480652.jpg", "captions": ["These suitcases are sitting next to a chair.", "An assortment of luggage bags stacked by a kitchen chair.", "A stack of luggage by a chair and table.", "a table and chair with several pieces of luggage nearby", "A pile of luggage sitting on the floor."], "instances": [{"category": "chair", "bbox": [0.483, 0.192, 1.0, 0.769]}, {"category": "backpack", "bbox": [0.433, 0.429, 0.742, 0.856]}, {"category": "suitcase", "bbox": [0.059, 0.414, 0.453, 0.841]}, {"category": "handbag", "bbox": [0.19, 0.184, 0.779, 0.475]}, {"category": "suitcase", "bbox": [0.175, 0.204, 0.583, 0.462]}]}
+{"id": "000000012748", "image": "000000012748.jpg", "captions": ["A man and child next to a horse.", "a little boy touching the nose of a brown horse", "A man holding a baby whose petting a horse.", "a man letting his baby pet a horse", "man holding a baby and petting a horse"], "instances": [{"category": "horse", "bbox": [0.003, 0.079, 0.504, 0.868]}, {"category": "person", "bbox": [0.452, 0.294, 1.0, 0.989]}, {"category": "person", "bbox": [0.46, 0.217, 1.0, 0.988]}]}
+{"id": "000000247840", "image": "000000247840.jpg", "captions": ["Large group of people standing outside a restaurant together.", "A dairy queen has people standing outside waiting", "an image of people standing outside and ice cream store", "Several people are  lined up outside of a store.", "The front of a Dairy Queen restaurant with people entering the side."], "instances": [{"category": "fire hydrant", "bbox": [0.774, 0.674, 0.83, 0.807]}, {"category": "person", "bbox": [0.741, 0.465, 0.824, 0.755]}, {"category": "person", "bbox": [0.806, 0.471, 0.839, 0.722]}, {"category": "person", "bbox": [0.831, 0.499, 0.866, 0.726]}, {"category": "bench", "bbox": [0.061, 0.69, 0.219, 0.768]}, {"category": "handbag", "bbox": [0.859, 0.558, 0.877, 0.603]}, {"category": "person", "bbox": [0.719, 0.504, 0.75, 0.626]}, {"category": "potted plant", "bbox": [0.7, 0.648, 0.764, 0.743]}, {"category": "handbag", "bbox": [0.827, 0.548, 0.837, 0.577]}, {"category": "sandwich", "bbox": [0.359, 0.618, 0.417, 0.694]}]}
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+{"id": "000000088218", "image": "000000088218.jpg", "captions": ["Signs proclaim the famous Haight Ashbury intersection and district.", "a pole with street lights, signs and wires attached to it", "A traffic light at the intersection of Haight and Ashbury", "A traffic sign is shown with traffic signs above it.", "The street signs and traffic signal are below wires attached to the pole."], "instances": [{"category": "traffic light", "bbox": [0.443, 0.435, 0.658, 0.721]}]}
+{"id": "000000020650", "image": "000000020650.jpg", "captions": ["Burger with broccoli, pickle, and fork on orange plate", "On a plate is kept a burger and a bowl of broccoli and a fork.", "There is half a sandwich on an orange plate with a pickle and a bowl of broccoli", "A A bowl and a sandwich on an orange plate on a table.", "A plate has a sandwich, broccoli, and a pickle."], "instances": [{"category": "sandwich", "bbox": [0.436, 0.155, 0.805, 0.859]}, {"category": "sandwich", "bbox": [0.311, 0.006, 0.748, 0.293]}, {"category": "fork", "bbox": [0.0, 0.665, 0.578, 0.876]}, {"category": "bowl", "bbox": [0.002, 0.263, 0.487, 0.744]}, {"category": "bowl", "bbox": [0.708, 0.003, 0.828, 0.03]}, {"category": "broccoli", "bbox": [0.185, 0.288, 0.366, 0.546]}, {"category": "broccoli", "bbox": [0.017, 0.344, 0.384, 0.654]}, {"category": "broccoli", "bbox": [0.31, 0.191, 0.466, 0.463]}, {"category": "broccoli", "bbox": [0.104, 0.107, 0.285, 0.342]}, {"category": "broccoli", "bbox": [0.092, 0.276, 0.242, 0.442]}, {"category": "dining table", "bbox": [0.002, 0.0, 0.999, 0.987]}]}
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+{"id": "000000408439", "image": "000000408439.jpg", "captions": ["Cliffs rise on the edge of a placid lake.", "A scenic view of a river with a train on the edge of it in the distance.", "A large lake surrounded by beautiful tree covered mountains.", "a landscape scene with water, mountains and trees", "A train on a waterfront track surrounded by mountains."], "instances": [{"category": "train", "bbox": [0.008, 0.591, 0.562, 0.644]}]}
+{"id": "000000474253", "image": "000000474253.jpg", "captions": ["A man riding on the back of a horse through a river.", "A person is riding a horse through water.", "Horse and rider crossing waterway during competitive event.", "A woman riding a horse splashes through a large puddle.", "A young man riding a horse through some water."], "instances": [{"category": "horse", "bbox": [0.385, 0.235, 0.651, 0.814]}, {"category": "person", "bbox": [0.396, 0.06, 0.576, 0.675]}, {"category": "person", "bbox": [0.29, 0.148, 0.355, 0.333]}, {"category": "person", "bbox": [0.129, 0.163, 0.212, 0.349]}, {"category": "person", "bbox": [0.005, 0.014, 0.038, 0.165]}, {"category": "person", "bbox": [0.144, 0.011, 0.193, 0.155]}, {"category": "person", "bbox": [0.089, 0.007, 0.133, 0.162]}]}
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+{"id": "000000294073", "image": "000000294073.jpg", "captions": ["A woman and a man standing between two brown horses.", "A COUPLE WEARING YELLOW DRESS STANDING NEAR TWO HORSES.", "An older couple stands between two horses.", "A man and a woman standing with two horses", "A man and a woman stand in between two horses."], "instances": [{"category": "horse", "bbox": [0.0, 0.052, 0.49, 0.989]}, {"category": "horse", "bbox": [0.632, 0.23, 1.0, 0.989]}, {"category": "person", "bbox": [0.425, 0.326, 0.696, 0.987]}, {"category": "person", "bbox": [0.627, 0.203, 0.828, 0.986]}, {"category": "book", "bbox": [0.525, 0.597, 0.644, 0.833]}]}
+{"id": "000000203629", "image": "000000203629.jpg", "captions": ["A man on a cell phone in a public area holding his thumb up.", "A group of people gathered inside of a room.", "A man on his cellphone posing for a  picture.", "A man giving a thumbs up while on a cell phone.", "The man is giving a thumbs up while on his phone."], "instances": [{"category": "cell phone", "bbox": [0.43, 0.459, 0.449, 0.503]}, {"category": "cup", "bbox": [0.756, 0.838, 0.865, 0.98]}, {"category": "person", "bbox": [0.232, 0.317, 0.603, 0.98]}, {"category": "person", "bbox": [0.602, 0.405, 1.0, 0.999]}, {"category": "person", "bbox": [0.003, 0.339, 0.313, 0.987]}, {"category": "person", "bbox": [0.164, 0.379, 0.258, 0.733]}, {"category": "person", "bbox": [0.564, 0.36, 0.673, 0.645]}, {"category": "person", "bbox": [0.241, 0.379, 0.336, 0.512]}, {"category": "person", "bbox": [0.682, 0.372, 0.736, 0.502]}, {"category": "person", "bbox": [0.654, 0.428, 0.734, 0.536]}, {"category": "person", "bbox": [0.718, 0.368, 0.787, 0.508]}, {"category": "person", "bbox": [0.148, 0.362, 0.205, 0.529]}, {"category": "person", "bbox": [0.001, 0.431, 0.044, 0.564]}, {"category": "cup", "bbox": [0.901, 0.808, 0.995, 0.982]}]}
+{"id": "000000119876", "image": "000000119876.jpg", "captions": ["A man dressed loudly is using his cell phone.", "A man talking on the phone while he walks down the street.", "A man with pink hair talking on a cell phone.", "A man in a purple shirt and tie and purple hair.", "a man colored his hair in purple walking on the road"], "instances": [{"category": "bicycle", "bbox": [0.525, 0.222, 0.924, 0.608]}, {"category": "bicycle", "bbox": [0.895, 0.249, 1.0, 0.642]}, {"category": "person", "bbox": [0.0, 0.0, 0.738, 1.0]}, {"category": "tie", "bbox": [0.319, 0.255, 0.423, 0.638]}, {"category": "cell phone", "bbox": [0.411, 0.13, 0.426, 0.161]}, {"category": "handbag", "bbox": [0.369, 0.205, 0.575, 0.839]}]}
+{"id": "000000164255", "image": "000000164255.jpg", "captions": ["An umbrella that is standing in the sand.", "An umbrella is stuck in the sand on the beach.", "a colorful striped umbrella on the beach near the ocean", "A colorful umbrella is set up at the beach.", "The colorful umbrella is sitting by the beach,"], "instances": [{"category": "umbrella", "bbox": [0.0, 0.101, 0.567, 0.575]}]}
+{"id": "000000192817", "image": "000000192817.jpg", "captions": ["A view from a window high up in the sky.", "A bunch of mountains seen from a plane window.", "The window from a plane overlooking the ground.", "The view of a mountain area from an airplane window.", "An aerial view of mountains and lakes from an airplane window."], "instances": []}
+{"id": "000000258285", "image": "000000258285.jpg", "captions": ["Two large passenger jets flying over a beach filled with birds.", "A plane is flying over a bird filed lake", "Two airplanes are in the sky over blue water.", "An airplane landing over an airplane on the ground.", "A photo of two plans with water and birds surrounding it , one plane in the air one one the ground."], "instances": [{"category": "bird", "bbox": [0.507, 0.941, 0.536, 0.973]}, {"category": "bird", "bbox": [0.304, 0.933, 0.315, 0.95]}, {"category": "bird", "bbox": [0.129, 0.885, 0.143, 0.912]}, {"category": "bird", "bbox": [0.158, 0.851, 0.165, 0.87]}, {"category": "bird", "bbox": [0.404, 0.839, 0.429, 0.864]}, {"category": "bird", "bbox": [0.498, 0.833, 0.513, 0.861]}, {"category": "airplane", "bbox": [0.276, 0.085, 0.825, 0.316]}, {"category": "airplane", "bbox": [0.478, 0.252, 0.983, 0.495]}, {"category": "bird", "bbox": [0.552, 0.828, 0.564, 0.844]}, {"category": "bird", "bbox": [0.789, 0.812, 0.798, 0.836]}, {"category": "bird", "bbox": [0.927, 0.82, 0.936, 0.838]}, {"category": "bird", "bbox": [0.65, 0.828, 0.664, 0.849]}, {"category": "bird", "bbox": [0.752, 0.81, 0.763, 0.83]}, {"category": "bird", "bbox": [0.841, 0.817, 0.852, 0.828]}, {"category": "bird", "bbox": [0.292, 0.849, 0.311, 0.868]}, {"category": "bird", "bbox": [0.005, 0.727, 0.981, 0.998]}]}
+{"id": "000000506483", "image": "000000506483.jpg", "captions": ["An art installation is placed by a street.", "People sit near a display of large artworks including an oversize bench and painted feline heads.", "Looking down on a giant rocking bench and large animal heads.", "An over sized wooden bench next to two massive animal art sculptures.", "artistic sculptures and images on a city street"], "instances": [{"category": "car", "bbox": [0.656, 0.939, 0.933, 1.0]}, {"category": "person", "bbox": [0.08, 0.664, 0.147, 0.805]}, {"category": "person", "bbox": [0.154, 0.646, 0.217, 0.821]}, {"category": "bench", "bbox": [0.316, 0.124, 0.951, 0.635]}, {"category": "backpack", "bbox": [0.062, 0.701, 0.097, 0.769]}, {"category": "person", "bbox": [0.0, 0.132, 0.031, 0.197]}]}
+{"id": "000000502168", "image": "000000502168.jpg", "captions": ["a fleet of naval ships in the ocean", "A group of men on aircraft carrier with other boats in the distance.", "A large ship floating in the ocean next to other ships.", "Several men on a boat looking over the side.", "The men wear hardhats as they work on the aircraft carrier."], "instances": [{"category": "boat", "bbox": [0.634, 0.292, 1.0, 0.982]}, {"category": "person", "bbox": [0.675, 0.507, 0.736, 0.731]}, {"category": "person", "bbox": [0.684, 0.737, 0.817, 1.0]}, {"category": "person", "bbox": [0.803, 0.691, 0.883, 0.932]}, {"category": "person", "bbox": [0.741, 0.56, 0.798, 0.767]}, {"category": "person", "bbox": [0.924, 0.269, 0.951, 0.367]}, {"category": "boat", "bbox": [0.079, 0.171, 0.172, 0.231]}, {"category": "boat", "bbox": [0.863, 0.131, 0.961, 0.239]}, {"category": "boat", "bbox": [0.435, 0.288, 0.46, 0.313]}, {"category": "boat", "bbox": [0.591, 0.186, 0.605, 0.222]}, {"category": "person", "bbox": [0.451, 0.289, 0.455, 0.296]}, {"category": "person", "bbox": [0.446, 0.29, 0.451, 0.296]}, {"category": "person", "bbox": [0.872, 0.627, 0.957, 0.966]}, {"category": "person", "bbox": [0.44, 0.288, 0.446, 0.3]}]}
+{"id": "000000319432", "image": "000000319432.jpg", "captions": ["Man holding two shirts with luggage and window", "A man holding clothes on a hanger with a suitcase in front of him.", "A man show a red and a white clothing hangers.", "A man holding his garment bags in both hands", "A man holding up some clothes in some hanger bags."], "instances": [{"category": "person", "bbox": [0.0, 0.092, 0.776, 0.852]}, {"category": "suitcase", "bbox": [0.153, 0.798, 0.587, 1.0]}]}
+{"id": "000000131019", "image": "000000131019.jpg", "captions": ["Two zebras and two monkeys walking on the grass.", "Two giraffes and another animal are on green grass.", "A baboon and two zebras grazing on the savannah.", "A baboon and its baby eat by two zebras in the grass", "Monkey standing behind two zebras as they graze."], "instances": [{"category": "zebra", "bbox": [0.367, 0.258, 0.834, 0.646]}, {"category": "zebra", "bbox": [0.161, 0.13, 0.396, 0.375]}, {"category": "bird", "bbox": [0.309, 0.138, 0.34, 0.163]}]}
diff --git a/llava/eval/table/model.jsonl b/llava/eval/table/model.jsonl
new file mode 100644
index 0000000000000000000000000000000000000000..61b6de158b5eaf7480654ce2cea7aaeb0061d53b
--- /dev/null
+++ b/llava/eval/table/model.jsonl
@@ -0,0 +1,5 @@
+{"model_id": "vicuna-13b:20230322-clean-lang", "model_name": "vicuna-13b", "model_version": "20230322-clean-lang", "model_metadata": "vicuna-13b-20230322-clean-lang"}
+{"model_id": "alpaca-13b:v1", "model_name": "alpaca-13b", "model_version": "v1", "model_metadata": "alpaca-13b"}
+{"model_id": "llama-13b:v1", "model_name": "llama-13b", "model_version": "v1", "model_metadata": "hf-llama-13b"}
+{"model_id": "bard:20230327", "model_name": "bard", "model_version": "20230327", "model_metadata": "Google Bard 20230327"}
+{"model_id": "gpt-3.5-turbo:20230327", "model_name": "gpt-3.5-turbo", "model_version": "20230327", "model_metadata": "OpenAI ChatGPT gpt-3.5-turbo Chat Completion"}
diff --git a/llava/eval/table/prompt.jsonl b/llava/eval/table/prompt.jsonl
new file mode 100644
index 0000000000000000000000000000000000000000..a46845a6d35cbe2a6d79360fa962220f8d340de0
--- /dev/null
+++ b/llava/eval/table/prompt.jsonl
@@ -0,0 +1,4 @@
+{"prompt_id": 1, "system_prompt": "You are a helpful and precise assistant for checking the quality of the answer.", "prompt_template": "[Question]\n{question}\n\n[Assistant 1]\n{answer_1}\n\n[End of Assistant 1]\n\n[Assistant 2]\n{answer_2}\n\n[End of Assistant 2]\n\n[System]\n{prompt}\n\n", "defaults": {"prompt": "We would like to request your feedback on the performance of two AI assistants in response to the user question displayed above.\nPlease rate the helpfulness, relevance, accuracy, level of details of their responses. Each assistant receives an overall score on a scale of 1 to 10, where a higher score indicates better overall performance.\nPlease first output a single line containing only two values indicating the scores for Assistant 1 and 2, respectively. The two scores are separated by a space.\nIn the subsequent line, please provide a comprehensive explanation of your evaluation, avoiding any potential bias and ensuring that the order in which the responses were presented does not affect your judgment."}, "description": "Prompt for general questions"}
+{"prompt_id": 2, "system_prompt": "You are a helpful and precise assistant for checking the quality of the answer.", "prompt_template": "[Question]\n{question}\n\n[Assistant 1]\n{answer_1}\n\n[End of Assistant 1]\n\n[Assistant 2]\n{answer_2}\n\n[End of Assistant 2]\n\n[System]\n{prompt}\n\n", "defaults": {"prompt": "Your task is to evaluate the coding abilities of the above two assistants. They have been asked to implement a program to solve a given problem. Please review their code submissions, paying close attention to their problem-solving approach, code structure, readability, and the inclusion of helpful comments.\n\nPlease ensure that the assistants' submissions:\n\n1. Correctly implement the given problem statement.\n2. Contain accurate and efficient code.\n3. Include clear and concise comments that explain the code's logic and functionality.\n4. Adhere to proper coding standards and best practices.\n\nOnce you have carefully reviewed both submissions, provide detailed feedback on their strengths and weaknesses, along with any suggestions for improvement. You should first output a single line containing two scores on the scale of 1-10 (1: no code/no sense; 10: perfect) for Assistant 1 and 2, respectively. Then give extra comments starting from the next line."}, "description": "Prompt for coding questions"}
+{"prompt_id": 3, "system_prompt": "You are a helpful and precise assistant for checking the quality of the answer.", "prompt_template": "[Question]\n{question}\n\n[Assistant 1]\n{answer_1}\n\n[End of Assistant 1]\n\n[Assistant 2]\n{answer_2}\n\n[End of Assistant 2]\n\n[System]\n{prompt}\n\n", "defaults": {"prompt": "We would like to request your feedback on the mathematical proficiency of two AI assistants regarding the given user question.\nFirstly, please solve the problem independently, without referring to the answers provided by Assistant 1 and Assistant 2.\nAfterward, please examine the problem-solving process of Assistant 1 and Assistant 2 step-by-step to ensure their correctness, identifying any incorrect steps if present. Your evaluation should take into account not only the answer but also the problem-solving steps.\nFinally, please output a Python tuple containing two numerical scores for Assistant 1 and Assistant 2, ranging from 1 to 10, respectively. If applicable, explain the reasons for any variations in their scores and determine which assistant performed better."}, "description": "Prompt for math questions"}
+{"prompt_id": 4, "system_prompt": "You are a helpful and precise assistant for checking the quality of the answer.", "prompt_template": "[Visual Context]\n{context}\n[Question]\n{question}\n\n[Assistant 1]\n{answer_1}\n\n[End of Assistant 1]\n\n[Assistant 2]\n{answer_2}\n\n[End of Assistant 2]\n\n[System]\n{prompt}\n\n", "defaults": {"prompt": "We would like to request your feedback on the performance of two AI assistants in response to the user question displayed above. The user asks the question on observing an image. For your reference, the visual content in the image is represented with five descriptive sentences describing the same image and the bounding box coordinates of each object in the scene. These coordinates are in the form of bounding boxes, represented as (x1, y1, x2, y2) with floating numbers ranging from 0 to 1. These values correspond to the top left x, top left y, bottom right x, and bottom right y. \nPlease rate the helpfulness, relevance, accuracy, level of details of their responses. Each assistant receives an overall score on a scale of 1 to 10, where a higher score indicates better overall performance.\nPlease first output a single line containing only two values indicating the scores for Assistant 1 and 2, respectively. The two scores are separated by a space.\nIn the subsequent line, please provide a comprehensive explanation of your evaluation, avoiding any potential bias and ensuring that the order in which the responses were presented does not affect your judgment."}, "description": "Prompt for visual questions"}
diff --git a/llava/eval/table/question.jsonl b/llava/eval/table/question.jsonl
new file mode 100644
index 0000000000000000000000000000000000000000..c946b8f79deba324a88ab0d61a322942b19fa764
--- /dev/null
+++ b/llava/eval/table/question.jsonl
@@ -0,0 +1,80 @@
+{"question_id": 1, "text": "How can I improve my time management skills?", "category": "generic"}
+{"question_id": 2, "text": "What are the most effective ways to deal with stress?", "category": "generic"}
+{"question_id": 3, "text": "What are the main differences between Python and JavaScript programming languages?", "category": "generic"}
+{"question_id": 4, "text": "How can I increase my productivity while working from home?", "category": "generic"}
+{"question_id": 5, "text": "Can you explain the basics of quantum computing?", "category": "generic"}
+{"question_id": 6, "text": "What are the differences between plant-based and animal-based protein sources?", "category": "generic"}
+{"question_id": 7, "text": "How can I develop my critical thinking skills?", "category": "generic"}
+{"question_id": 8, "text": "What are the major challenges faced by the education sector today?", "category": "generic"}
+{"question_id": 9, "text": "What are the primary factors that influence consumer behavior?", "category": "generic"}
+{"question_id": 10, "text": "What are the most effective strategies for conflict resolution in the workplace?", "category": "generic"}
+{"question_id": 11, "text": "What are some potential implications of using a single-use plastic bottle versus a reusable bottle on both the environment and human health?", "category": "knowledge"}
+{"question_id": 12, "text": "What factors would you consider when designing an inclusive and accessible public transportation system?", "category": "knowledge"}
+{"question_id": 13, "text": "How can governments utilize fiscal and monetary policies to combat economic recessions?", "category": "knowledge"}
+{"question_id": 14, "text": "How do language and cultural barriers affect the way people communicate and form relationships in multicultural societies?", "category": "knowledge"}
+{"question_id": 15, "text": "Describe a scenario where artificial intelligence could be used to improve the quality and efficiency of healthcare delivery.", "category": "knowledge"}
+{"question_id": 16, "text": "Explain the process of gene editing using CRISPR-Cas9 technology, and discuss its potential applications and ethical implications.", "category": "knowledge"}
+{"question_id": 17, "text": "How do vaccinations work to protect individuals and communities from infectious diseases, and what is herd immunity?", "category": "knowledge"}
+{"question_id": 18, "text": "How do social media platforms influence the way people consume and share news, and what are the potential implications for the spread of misinformation?", "category": "knowledge"}
+{"question_id": 19, "text": "How do cultural, social, and economic factors influence people's food choices, and how can this knowledge be used to promote healthier diets?", "category": "knowledge"}
+{"question_id": 20, "text": "Explain the process of natural selection and how it contributes to the evolution and adaptation of species.", "category": "knowledge"}
+{"question_id": 21, "text": "How would you introduce yourself as a medieval knight at a royal banquet?", "category": "roleplay"}
+{"question_id": 22, "text": "As a pirate captain, what would you say to your crew to motivate them to search for hidden treasure?", "category": "roleplay"}
+{"question_id": 23, "text": "If you were a Shakespearean character, how would you declare your love for someone in a soliloquy?", "category": "roleplay"}
+{"question_id": 24, "text": "As a superhero, how would you explain your origin story to a curious child?", "category": "roleplay"}
+{"question_id": 25, "text": "Imagine you are a time traveler from the year 3000. What technological advancements would you tell people about?", "category": "roleplay"}
+{"question_id": 26, "text": "As a sports commentator, describe the winning play in the final seconds of a championship game.", "category": "roleplay"}
+{"question_id": 27, "text": "Pretend to be a world-famous chef. How would you describe your signature dish to a panel of judges?", "category": "roleplay"}
+{"question_id": 28, "text": "You are a mountain climber reaching the summit of Mount Everest. Describe your emotions and the view from the top.", "category": "roleplay"}
+{"question_id": 29, "text": "As a space colonist on Mars, describe your daily life and the challenges you face living on another planet.", "category": "roleplay"}
+{"question_id": 30, "text": "Pretend to be a character in a post-apocalyptic world. Describe how you survive and the allies you encounter.", "category": "roleplay"}
+{"question_id": 31, "text": "How can you determine if a restaurant is popular among locals or mainly attracts tourists, and why might this information be useful?", "category": "common-sense"}
+{"question_id": 32, "text": "What are some subtle clues that suggest someone is pretending to understand a topic or conversation when they are actually confused or uninformed?", "category": "common-sense"}
+{"question_id": 33, "text": "Why might someone choose to use a paper map or ask for directions instead of relying on a GPS device or smartphone app?", "category": "common-sense"}
+{"question_id": 34, "text": "How can you determine if a person is genuinely interested in a conversation or simply being polite?", "category": "common-sense"}
+{"question_id": 35, "text": "Why might someone prefer to shop at a small, locally-owned business instead of a large chain store, even if the prices are higher?", "category": "common-sense"}
+{"question_id": 36, "text": "How can you assess the credibility of a source of information, such as a news article or blog post, without relying solely on the reputation of the author or publisher?", "category": "common-sense"}
+{"question_id": 37, "text": "Why do some people enjoy the sensation of being scared, such as by watching horror movies or going on roller coasters, while others avoid these experiences?", "category": "common-sense"}
+{"question_id": 38, "text": "How can observing the behavior of other people in a social situation provide clues about cultural norms and expectations?", "category": "common-sense"}
+{"question_id": 39, "text": "Do we have a moral obligation to explore space, or should we focus on solving Earth's problems first?", "category": "common-sense"}
+{"question_id": 40, "text": "In a world where automation is becoming increasingly prevalent, is it more important to prioritize job creation or technological progress?", "category": "common-sense"}
+{"question_id": 41, "text": "How many times does the average human blink in a lifetime? Try to explain your answer. Your explanation should take the reader through your reasoning step-by-step.", "category": "fermi"}
+{"question_id": 42, "text": "How many atoms are in a grain of salt? Try to explain your answer. Your explanation should take the reader through your reasoning step-by-step.", "category": "fermi"}
+{"question_id": 43, "text": "How many lightning strikes occur on Earth each day? Try to explain your answer. Your explanation should take the reader through your reasoning step-by-step.", "category": "fermi"}
+{"question_id": 44, "text": "How many balloons would it take to lift a house like in the movie \"Up\"? Try to explain your answer. Your explanation should take the reader through your reasoning step-by-step.", "category": "fermi"}
+{"question_id": 45, "text": "How many text messages are sent globally in a minute? Try to explain your answer. Your explanation should take the reader through your reasoning step-by-step.", "category": "fermi"}
+{"question_id": 46, "text": "How many words are spoken daily on Earth? Try to explain your answer. Your explanation should take the reader through your reasoning step-by-step.", "category": "fermi"}
+{"question_id": 47, "text": "How many snowflakes fall during a typical winter? Try to explain your answer. Your explanation should take the reader through your reasoning step-by-step.", "category": "fermi"}
+{"question_id": 48, "text": "How many pages are in all the books ever written? Try to explain your answer. Your explanation should take the reader through your reasoning step-by-step.", "category": "fermi"}
+{"question_id": 49, "text": "How many times has the Earth orbited the Sun since the beginning of life? Try to explain your answer. Your explanation should take the reader through your reasoning step-by-step.", "category": "fermi"}
+{"question_id": 50, "text": "How many songs have been recorded throughout history? Try to explain your answer. Your explanation should take the reader through your reasoning step-by-step.", "category": "fermi"}
+{"question_id": 51, "text": "What if the Internet had been invented during the Renaissance period?", "category": "counterfactual"}
+{"question_id": 52, "text": "What if the Aztecs had successfully repelled the Spanish conquistadors?", "category": "counterfactual"}
+{"question_id": 53, "text": "What if the Black Death had not occurred in the 14th century?", "category": "counterfactual"}
+{"question_id": 54, "text": "What if Isaac Newton had focused on biology instead of physics?", "category": "counterfactual"}
+{"question_id": 55, "text": "What if the Beatles had never formed as a band?", "category": "counterfactual"}
+{"question_id": 56, "text": "What if Alan Turing had not cracked the Enigma code during World War II?", "category": "counterfactual"}
+{"question_id": 57, "text": "What if the Suez Canal had never been constructed?", "category": "counterfactual"}
+{"question_id": 58, "text": "What if the Maya civilization had never mysteriously collapsed?", "category": "counterfactual"}
+{"question_id": 59, "text": "What if Christopher Columbus had not discovered the Americas?", "category": "counterfactual"}
+{"question_id": 60, "text": "What if Vincent van Gogh had been a successful artist during his lifetime?", "category": "counterfactual"}
+{"question_id": 61, "text": "Develop a C++ program that reads a text file line by line and counts the number of occurrences of a specific word in the file.", "category": "coding"}
+{"question_id": 62, "text": "Implement a Python function to find the longest common subsequence of two input strings using dynamic programming.", "category": "coding"}
+{"question_id": 63, "text": "Implement a regular expression in Python to validate an email address.", "category": "coding"}
+{"question_id": 64, "text": "Write a program to find the nth Fibonacci number using dynamic programming.", "category": "coding"}
+{"question_id": 65, "text": "Implement a binary search algorithm to find a specific element in a sorted array.", "category": "coding"}
+{"question_id": 66, "text": "Implement a queue data structure using two stacks in Python.", "category": "coding"}
+{"question_id": 67, "text": "Implement a program to find the common elements in two arrays without using any extra data structures.", "category": "coding"}
+{"question_id": 68, "text": "Given that f(x) = 5x^3 - 2x + 3, find the value of f(2).", "category": "math"}
+{"question_id": 69, "text": "Solve for x in the equation 3x + 10 = 5(x - 2).", "category": "math"}
+{"question_id": 70, "text": "If the endpoints of a line segment are (2, -2) and (10, 4), what is the length of the segment?", "category": "math"}
+{"question_id": 71, "text": "Can you help me write a formal email to a potential business partner proposing a joint venture?", "category": "writing"}
+{"question_id": 72, "text": "Can you help me write a resignation letter to my current employer, while leaving on good terms and expressing gratitude for the opportunities provided?", "category": "writing"}
+{"question_id": 73, "text": "Use an appropriate format to structure a formal letter of recommendation for a student applying to a prestigious graduate program in computer science.", "category": "writing"}
+{"question_id": 74, "text": "Write a compelling product launch announcement email to inform our customers of our new software solution.", "category": "writing"}
+{"question_id": 75, "text": "Draft an apology email to a customer who experienced a delay in their order, and provide reassurance that the issue has been resolved.", "category": "writing"}
+{"question_id": 76, "text": "Write a script for a YouTube video exploring the history and cultural significance of jazz.", "category": "writing"}
+{"question_id": 77, "text": "Compose an engaging travel blog post about a recent trip to Hawaii, highlighting cultural experiences and must-see attractions.", "category": "writing"}
+{"question_id": 78, "text": "Write a captivating movie review for a recently released science fiction film, discussing its plot, characters, and special effects.", "category": "writing"}
+{"question_id": 79, "text": "Structure a podcast script for an episode discussing the influence of streaming platforms on the music industry.", "category": "writing"}
+{"question_id": 80, "text": "Write a symphony concert review, discussing the orchestra's performance and overall audience experience.", "category": "writing"}
diff --git a/llava/eval/table/results/test_sqa_llava_13b_v0.json b/llava/eval/table/results/test_sqa_llava_13b_v0.json
new file mode 100644
index 0000000000000000000000000000000000000000..281afe2f7f3581fba766a9ca1da2c1bce60c5178
--- /dev/null
+++ b/llava/eval/table/results/test_sqa_llava_13b_v0.json
@@ -0,0 +1,8491 @@
+{
+  "acc": 90.8983730252299,
+  "correct": 3855,
+  "count": 4241,
+  "results": {
+    "4": 1,
+    "5": 1,
+    "11": 1,
+    "15": 0,
+    "22": 0,
+    "23": 1,
+    "26": 0,
+    "27": 1,
+    "29": 3,
+    "42": 3,
+    "46": 0,
+    "47": 3,
+    "51": 0,
+    "61": 1,
+    "62": 3,
+    "78": 1,
+    "85": 1,
+    "86": 0,
+    "87": 0,
+    "92": 2,
+    "93": 0,
+    "95": 0,
+    "96": 0,
+    "111": 3,
+    "121": 3,
+    "126": 0,
+    "128": 1,
+    "133": 0,
+    "139": 1,
+    "140": 3,
+    "142": 1,
+    "145": 1,
+    "149": 0,
+    "155": 1,
+    "156": 1,
+    "158": 1,
+    "161": 1,
+    "163": 2,
+    "167": 1,
+    "170": 1,
+    "172": 2,
+    "176": 0,
+    "180": 1,
+    "182": 1,
+    "183": 0,
+    "184": 1,
+    "188": 0,
+    "193": 1,
+    "196": 1,
+    "198": 0,
+    "209": 3,
+    "210": 2,
+    "214": 0,
+    "230": 0,
+    "232": 1,
+    "234": 2,
+    "237": 0,
+    "266": 0,
+    "269": 2,
+    "271": 0,
+    "272": 0,
+    "275": 1,
+    "280": 1,
+    "282": 0,
+    "286": 1,
+    "288": 0,
+    "292": 1,
+    "293": 2,
+    "298": 0,
+    "301": 2,
+    "305": 1,
+    "315": 1,
+    "319": 0,
+    "324": 0,
+    "325": 0,
+    "330": 2,
+    "332": 0,
+    "333": 0,
+    "337": 1,
+    "338": 2,
+    "342": 0,
+    "345": 1,
+    "348": 0,
+    "363": 1,
+    "366": 1,
+    "374": 0,
+    "383": 1,
+    "387": 3,
+    "389": 1,
+    "392": 0,
+    "402": 1,
+    "404": 1,
+    "406": 1,
+    "415": 0,
+    "427": 0,
+    "433": 0,
+    "440": 0,
+    "445": 0,
+    "453": 1,
+    "456": 0,
+    "457": 0,
+    "460": 0,
+    "466": 0,
+    "469": 0,
+    "470": 2,
+    "509": 1,
+    "512": 0,
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+    "4": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.\nSOLUTION: The text uses apostrophe, a direct address to an absent person or a nonhuman entity.\nSing, O goddess, is a direct address to the goddess Diomedes.\n The answer is B.",
+    "5": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is B.",
+    "11": "Assistant: SOLUTION: The colony is New Hampshire.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.\n The answer is B.",
+    "15": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince dozen is not between the guide words daddy - definition\n The answer is A.",
+    "22": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince service is between the guide words shot - suit, it would be found on that page.\n The answer is A.",
+    "23": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the lichen.\nThe only arrow pointing to the mushroom starts from the mushroom's own arrows. No arrow points to the mushroom from outside the food web. So, in this food web, matter does not move from the lichen to the mushroom.\nThe only arrow pointing to the bilberry starts from the bilberry's own arrows. No arrow points to the bilberry from outside the food web. So, in this food web, matter does not move from the lichen to the bilberry.\n The answer is B.",
+    "26": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.\nSOLUTION: The better estimate for how long it takes to bake lasagna in the oven is 33 minutes.\n33 hours is too slow.\n The answer is A.",
+    "27": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.\nSOLUTION: The text uses an oxymoron, a joining of two seemingly contradictory terms.\nGenuine imitation is a contradiction, because genuine means real, and imitation means fake or synthetic.\n The answer is B.",
+    "29": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nCompost forms from the remains of plants and animals, such as vegetable scraps and egg shells. Compost rotting is a chemical change. As the compost rots, it breaks down and turns into a different type of matter.\nA piece of apple turning brown is a chemical change. The apple reacts with oxygen in the air and turns into a different type of matter.\nIf you scrape off the brown layer of the apple, the inside is still white. The inside hasn't touched the air. So the chemical change didn't happen to that part of the apple.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is D.",
+    "42": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n\nSOLUTION: To determine how many boxes in the Punnett square represent offspring with a woolly fleece or a hairy fleece, consider whether each phenotype is the dominant or recessive allele's version of the fleece type trait. The question tells you that the F allele, which is for a hairy fleece, is dominant over the f allele, which is for a woolly fleece.\nA woolly fleece is the recessive allele's version of the fleece type trait. A sheep with the recessive version of the fleece type trait must have only recessive alleles for the fleece type gene. So, offspring with a woolly fleece must have the genotype ff.\nThere is 1 box in the Punnett square with the genotype ff. This box is highlighted below.\nA hairy fleece is the dominant allele's version of the fleece type trait. A sheep with the dominant version of the fleece type trait must have at least one dominant allele for the fleece type gene. So, offspring with a hairy fleece must have the genotype FF or Ff.\nThere are 3 boxes in the Punnett square with the genotype FF or Ff. These boxes are highlighted below.\nSo, the expected ratio of offspring with a woolly fleece to offspring with a hairy fleece is 1:3. This means that, on average, this cross will produce 1 offspring with a woolly fleece for every 3 offspring with a hairy fleece.\n The answer is D.",
+    "46": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nAn opaque object does not let light through. None of the objects are opaque.\nA slippery object is hard to hold onto or stand on. The ball of wet clay is slippery, but the gold crown and the card are not.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.\nThe property that all three objects have in common is shiny.\n The answer is A.",
+    "47": "Assistant: SOLUTION: At the start of World War I, many people believed the war would be over quickly.\n The answer is D.",
+    "51": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is A.",
+    "61": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.\nSOLUTION: Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.\n The answer is B.",
+    "62": "Assistant: SOLUTION: Cheyenne is the capital of Wyoming.\n The answer is D.",
+    "78": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nSOLUTION: The table tells you that Jupiter is the largest planet and that Jupiter is made mainly of gas. So, the largest planet is made mainly of gas.\n The answer is B.",
+    "85": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.\nThe copepod has an arrow pointing to it from the diatom. The diatom is a producer, so the copepod is a primary consumer.\nThe rotifer has an arrow pointing to it from the green algae. The green algae is a producer, so the rotifer is a primary consumer.\nThe bacteria have arrows pointing to them from the copepod and the shiner. Neither the copepod nor the shiner is a producer, so the bacteria are not primary consumers.\nThe black crappie has arrows pointing to it from the water flea, the rotifer, and the shiner. None of these organisms is a produce, so the black crappie is not a primary consumer.\n The answer is B.",
+    "86": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.\nSOLUTION: Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.\n The answer is A.",
+    "87": "Assistant: LECTURE: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there\nSOLUTION: A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the Daintree rain forest has year-round rain. It also has soil that is poor in nutrients.\n The answer is A.",
+    "92": "Assistant: SOLUTION: Dover is the capital of Delaware.\n The answer is C.",
+    "93": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait.\n The answer is A.",
+    "95": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Maine is farthest north.\n The answer is A.",
+    "96": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince itch is between the guide words simulate - iron, it would be found on that page.\n The answer is A.",
+    "111": "Assistant: SOLUTION: Greta wanted broccoli in her lunch and Allie was hoping for tomatoes. Look at the labeled part of the images.\nGreta has tomatoes. Allie has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is D.",
+    "121": "Assistant: SOLUTION: Denver is the capital of Colorado.\n The answer is D.",
+    "126": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince streak is between the guide words serpent - skirt, it would be found on that page.\n The answer is A.",
+    "128": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nButter melting on a hot day is a change of state. So, it is a physical change. The butter changes from solid to liquid, but it is still made of the same type of matter.\nMixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nButter melting on a hot day is caused by heating. But mixing sand and water is not.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is B.",
+    "133": "Assistant: LECTURE: Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food.\nSOLUTION: An oak tree is a plant. It can have thick branches.\nAcorns grow on oak trees. Acorns are small nuts with a seed inside.\nAn orca is an animal. It swims in the ocean.\nOrcas eat fish. They can also eat other mammals.\n The answer is A.",
+    "139": "Assistant: LECTURE: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding.\nSOLUTION: A prudent leader has a more positive connotation. Prudent and cowardly both denote not wanting to do something. However, prudent suggests a person who is cautious and wise, while cowardly suggests a person who is afraid.\n The answer is B.",
+    "140": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Asia.\n The answer is D.",
+    "142": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince bruise is between the guide words blush - buffalo, it would be found on that page.\n The answer is B.",
+    "145": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of the air on a cold, rainy day is 45\u00b0F.\n45\u00b0C is too hot.\n The answer is B.",
+    "149": "Assistant: LECTURE: Reptiles have scaly, waterproof skin. Most reptiles live on land.\nSOLUTION: An alligator is a reptile. It has scaly, waterproof skin.\nAlligators live in and around water. They can live near ponds, rivers, marshes, and lakes.\nA California toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA grass frog is an amphibian. It has moist skin and begins its life in water.\nFrogs live near water or in damp places. Most frogs lay their eggs in water.\nAn eastern newt is an amphibian. It has moist skin and begins its life in water.\nSome newts live in water. Other newts live on land but lay their eggs in water.\n The answer is A.",
+    "155": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nSOLUTION: The text uses a metaphor, comparing two things that are not actually alike without using like or as.\nThe metaphor all religions, arts, and sciences are branches of the same tree suggests that they are related. Each branch of the tree is connected to the same root, and without the roots, the branches could not exist.\n The answer is B.",
+    "156": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "158": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSOLUTION: Look at the picture of the path.\nThe path is made of brick.\nBrick is a strong, light material that can be used to make roads. Brick can be made in many different colors. This path is made of a type of brick called cobblestone.\n The answer is B.",
+    "161": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A cane toad is an amphibian. It has moist skin and begins its life in water.\nA robin is a bird. It has feathers, two wings, and a beak.\n The answer is B.",
+    "163": "Assistant: LECTURE: Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds.\nSOLUTION: The words wife and hide rhyme. They both end with the ide sound.\nThe word life does not rhyme. It ends with a different sound.\n The answer is C.",
+    "167": "Assistant: LECTURE: A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is \u00b0.\nSome thermometers measure temperature in degrees Fahrenheit (\u00b0F). Fahrenheit is one scale used to measure temperature.\nThis is a tube thermometer. It has a tube filled with a red liquid.\nThere is a Fahrenheit scale along the right side of the tube. The top of the red liquid lines up with the number 80 on the scale. So, the temperature shown by this thermometer is 80\u00b0F.\nSOLUTION: Find the top of the red liquid.\nNow look at the scale to the right. The top of the red liquid is halfway between 100 and 125. So, the temperature is 110\u00b0F.\n The answer is B.",
+    "170": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA sticky object can attach or stick to other things. The toothpaste is sticky, but the blue shorts and the hard object are not.\nA hard object does not change shape when pressed or squeezed. All three objects are hard.\nBlue is a color.\nThis color is blue. The blue shorts are blue, but the hard object and the toothpaste are not.\nThe property that all three objects have in common is hard.\n The answer is B.",
+    "172": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of a hiking trail is 4 kilometers.\n4 millimeters, 4 centimeters, and 4 meters are all too short.\n The answer is C.",
+    "176": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince guess is between the guide words garage - goose, it would be found on that page.\n The answer is A.",
+    "180": "Assistant: LECTURE: Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.\n The answer is B.",
+    "182": "Assistant: SOLUTION: Jackson is the capital of Mississippi.\n The answer is B.",
+    "183": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. The pea plant has two alleles for a tall stem (H). So, the plant's genotype for the stem height gene is HH.\n The answer is A.",
+    "184": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nSOLUTION: Look at the object.\nThink about each property.\nA stretchy object gets longer when you pull on it. The melted marshmallow is not stretchy.\nBlue is a color.\nThis color is blue. The melted marshmallow is blue.\n The answer is B.",
+    "188": "Assistant: LECTURE: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you.\nSOLUTION: Darnel is pushing on the wheelchair. So, Newton's third law tells you that the wheelchair is pushing on Darnel.\n The answer is A.",
+    "193": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of a warm grilled cheese sandwich is 55\u00b0C.\n55\u00b0F is too cold.\n The answer is B.",
+    "196": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer.\nSOLUTION: The better estimate for the length of a hiking trail is 5 kilometers.\n5 meters is too short.\n The answer is B.",
+    "198": "Assistant: LECTURE: In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes\nSOLUTION: Rafflesia arnoldii is a plant. Plants are made up of many cells.\n The answer is A.",
+    "209": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n\nSOLUTION: To determine how many boxes in the Punnett square represent offspring with smooth fruit or fuzzy fruit, consider whether each phenotype is the dominant or recessive allele's version of the fruit texture trait. The question tells you that the F allele, which is for smooth fruit, is dominant over the f allele, which is for fuzzy fruit.\nSmooth fruit is the dominant allele's version of the fruit texture trait. A tomato plant with the dominant version of the fruit texture trait must have at least one dominant allele for the fruit texture gene. So, offspring with smooth fruit must have the genotype FF or Ff.\nAll 4 boxes in the Punnett square have the genotype FF or Ff.\nFuzzy fruit is the recessive allele's version of the fruit texture trait. A tomato plant with the recessive version of the fruit texture trait must have only recessive alleles for the fruit texture gene. So, offspring with fuzzy fruit must have the genotype ff.\nThere are 0 boxes in the Punnett square with the genotype ff.\nSo, the expected ratio of offspring with smooth fruit to offspring with fuzzy fruit is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with smooth fruit. This cross is expected to never produce offspring with fuzzy fruit.\n The answer is D.",
+    "210": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nDry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation.\nDry ice becoming a gas is a physical change. A change of state does not form a different type of matter.\nBurning a marshmallow is a chemical change. The heat from the fire causes the type of matter in the marshmallow to change. The marshmallow becomes black and crispy.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nDry ice sublimating is a physical change. But burning a marshmallow is not.\nBoth are chemical changes.\nBurning a marshmallow is a chemical change. But dry ice sublimating is not.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is C.",
+    "214": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nSOLUTION: All three meatballs have the same mass but different temperatures. Since the 139\u00b0F meatball is the hottest, it has the most thermal energy.\n The answer is A.",
+    "230": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A book should be in italics.\nThe correct title is **The Lion and the Mouse**.\n The answer is A.",
+    "232": "Assistant: LECTURE: A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks.\nSOLUTION: This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.\nDust particles around nine nearby stars may have been caused by long-ago collisions between melting comets and asteroids.\n The answer is B.",
+    "234": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is C.",
+    "237": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other.\n The answer is A.",
+    "266": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.\nMia is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years.\n The answer is A.",
+    "269": "Assistant: LECTURE: Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.\nSOLUTION: A bull ant is an insect. Like other insects, a bull ant is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA red-kneed tarantula is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA chinchilla is a mammal. Like other mammals, a chinchilla is a vertebrate. It has a backbone.\nA comet moth is an insect. Like other insects, a comet moth is an invertebrate. It does not have a backbone. It has an exoskeleton.\n The answer is C.",
+    "271": "Assistant: SOLUTION: Hartford is the capital of Connecticut.\n The answer is A.",
+    "272": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nSOLUTION: The two cherry pies have the same mass but different temperatures. Since the 100\u00b0F pie is hotter than the 85\u00b0F pie, it has more thermal energy.\n The answer is A.",
+    "275": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in present tense. You can tell because it uses a present-tense verb, learns. The verb ends in -s and tells you about something that is true or happening now.\n The answer is B.",
+    "280": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "282": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Indian Ocean.\n The answer is A.",
+    "286": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statement describes the Yasuni National Park ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has many different types of organisms. The following statements do not describe Yasuni National Park: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has mostly small plants. It has soil that is rich in nutrients.\n The answer is B.",
+    "288": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nYellow is a color.\nThis color is yellow. None of the objects are yellow.\nA fragile object will break into pieces if you drop it. All three objects are fragile.\nA bouncy object will bounce back from the floor if you drop it. None of the objects are bouncy.\nThe property that all three objects have in common is fragile.\n The answer is A.",
+    "292": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Jordan wants or needs:\nJordan will give up the chance to look at the magnolia tree. He thinks it would have looked more beautiful than the chrysanthemums.\n The answer is B.",
+    "293": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\n The answer is C.",
+    "298": "Assistant: LECTURE: Words are made up of syllables. Two kinds of syllables are closed and open.\nA closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.\ndesk: short e\nkit / ten: short i / short e\nAn open syllable ends with one vowel. It usually has a long vowel sound.\ngo: long o\nhe / ro: long e / long o\nSome open syllables end with y. The y makes a long e sound or a long i sound.\nsky: long i\nba / by: long a / long e\nSOLUTION: The word me ends with a vowel and has a long vowel sound. So, it has an open syllable.\n The answer is A.",
+    "301": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A pink-backed pelican's scientific name is Pelecanus rufescens.\nPelecanus rufescens has the same scientific name as a pink-backed pelican. So, these organisms are in the same species.\nTyto alba does not have the same scientific name as a pink-backed pelican. So, Pelecanus rufescens and Tyto alba are not in the same species.\nBalearica pavonina does not have the same scientific name as a pink-backed pelican. So, Pelecanus rufescens and Balearica pavonina are not in the same species.\n The answer is C.",
+    "305": "Assistant: SOLUTION: Bismarck is the capital of North Dakota.\n The answer is B.",
+    "315": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nSOLUTION: The text uses an allusion, a brief reference to someone or something well known.\nThe allusion to an ark suggests that Lacey thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds.\n The answer is B.",
+    "319": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.\nSOLUTION: The text uses understatement, which involves deliberately representing something as less serious or important than it really is.\nCast a gloom over the evening is an understatement, since the Grim Reaper's visit makes the evening very gloomy.\n The answer is A.",
+    "324": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "325": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of an eyedropper is 5 milliliters.\n5 liters is too much.\n The answer is A.",
+    "330": "Assistant: SOLUTION: Boston is the capital of Massachusetts.\n The answer is C.",
+    "332": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the Arctic wolf.\nThis Arctic wolf has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe short-tailed weasel has white fur covering its body. It is adapted to be camouflaged in the snow.\nThe common hawk-cuckoo has a gray head, a gray-and-brown back, and a white belly with a gray-and-brown pattern. It is not adapted to be camouflaged in the snow.\n The answer is A.",
+    "333": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Trojan horse is Greek mythology.\nIn Greek mythology, the Greek army tricks the Trojan army into taking a large wooden horse into their carefully guarded city. The horse turns out to be filled with Greek warriors who, once inside the city of Troy, open the gates to the Greek army waiting outside.\nThe allusion Trojan horse means a deceptive or harmful offering.\n The answer is A.",
+    "337": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A Goliath heron's scientific name is Ardea goliath. The first word of its scientific name is Ardea.\nArdea herodias is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea herodias and Ardea goliath are in the same genus.\nFalco sparverius is in the genus Falco. The first word of its scientific name is Falco. So, Falco sparverius and Ardea goliath are not in the same genus.\nTigrisoma mexicanum is in the genus Tigrisoma. The first word of its scientific name is Tigrisoma. So, Tigrisoma mexicanum and Ardea goliath are not in the same genus.\n The answer is B.",
+    "338": "Assistant: SOLUTION: This country is Saint Lucia.\n The answer is C.",
+    "342": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.\n The answer is A.",
+    "345": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nSOLUTION: The second sentence is the simple sentence. It is a single independent clause.\nWhen the supervisor arrived at the quarry, six dump trucks were in line at the gate.\n The answer is B.",
+    "348": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of the air on a warm, sunny day is 26\u00b0C.\n26\u00b0F is too cold.\n The answer is A.",
+    "363": "Assistant: LECTURE: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells.\nSOLUTION: Bumpy is a property. A bumpy material is covered in lumps and bumps. It is not flat or smooth.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the wood ruler is bumpier. If you touch a piece of wood, it will feel bumpy and lumpy.\n The answer is B.",
+    "366": "Assistant: LECTURE: In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes\nSOLUTION: Fromia monilis is an animal. Animal cells cannot make their own food. Animals get their food by digesting other organisms.\n The answer is B.",
+    "374": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nTambor Beach is located in Costa Rica, a country in Central America. A temperature of 84\u00b0F was measured at Tambor Beach on Friday.\nThe underlined part of the passage tells you about the temperature at Tambor Beach on Friday. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is A.",
+    "383": "Assistant: LECTURE: Writers can organize their ideas in different ways. These ways of organizing writing are called text structures. When you can tell how a text is organized, it's easier to understand how the writer's ideas go together. You can also use these text structures to organize your own writing.\n | Text structure | Where you might find it | Words and phrases to look for\nA sequential structure tells you about events that happen in a certain order. | a recipe for how to make a blueberry pie | first, until, second, after, next, then, before, finally, during\nA cause-effect structure shows the causes and the effects, or results, of an event. | an essay about how recycling helps the environment | because, led to, since, as a result, due to, so, reason\nA problem-solution structure explains a problem and offers possible solutions. | an article about ways to get more people to vote | issue, suggest, question, puzzle, fix, answer\nA compare-contrast structure shows how two (or more) things are the same or different. | a chapter about the differences between whales and sharks | like, unlike, too, on the other hand, both, while, same, instead, common, different, as well as, however\nA descriptive structure tells you a list of details about an object, scene, or topic. | a paragraph about what Tyrannosaurus rex looked like| for example, near, for instance beside, such as, most important, also\nSOLUTION: The text uses a cause-effect structure to show the effects of watching too much television. In the text, certain words and phrases help to organize ideas in a cause-effect structure. Notice the words because, led to, since, as a result, due to, so, reason, and also the phrases watches too much television and as a result.\n The answer is B.",
+    "387": "Assistant: SOLUTION: This country is Nauru.\n The answer is D.",
+    "389": "Assistant: LECTURE: The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.\nAppeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\ninclude an endorsement from a respected organization, such as the American Dental Association\nfeature a testimonial from a \"real person\" who shares the audience's values\nuse an admired celebrity or athlete as a spokesperson\nAppeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\ncite results of clinical trials or independently conducted studies\nexplain the science behind a product or service\nemphasize that the product is a financially wise choice\nanticipate and refute potential counterclaims\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury\nSOLUTION: The ad appeals to pathos, or emotion, by evoking pity and compassion.\n The answer is B.",
+    "392": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Pablo is capitalized because it is a proper noun.\n The answer is A.",
+    "402": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the orange oakleaf butterfly.\nThe orange oakleaf butterfly has a brown leaf-shaped body. It is adapted to be camouflaged among dead leaves, which often have a reddish or brownish color. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Surinam horned frog has brown skin and a yellow-brown body. It is adapted to be camouflaged among dead leaves, which often have a reddish or brownish color.\nThe strawberry poison frog has brightly colored skin. It is not adapted to be camouflaged among dead leaves.\n The answer is B.",
+    "404": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses onomatopoeia, a word that expresses a sound.\nPlop represents the sound of the phone landing in the toilet.\n The answer is B.",
+    "406": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "415": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is A.",
+    "427": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.\nSOLUTION: Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.\n The answer is A.",
+    "433": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince nature is between the guide words neither - nuisance, it would be found on that page.\n The answer is A.",
+    "440": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Achilles's heel is Greek mythology.\nIn Greek mythology, Achilles's mother dips him in a river that protects his body wherever it touches. His heel does not get wet, so it is the one part of his body left unprotected. During the Trojan War, an arrow hits Achilles in the heel and kills him.\nThe allusion Achilles's heel means a sole weakness.\n The answer is A.",
+    "445": "Assistant: SOLUTION: Olympia is the capital of Washington.\n The answer is A.",
+    "453": "Assistant: LECTURE: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.\nSOLUTION: When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down.\n The answer is B.",
+    "456": "Assistant: LECTURE: Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader.\nSOLUTION: This sentence uses a metaphor:\nThe tired boy was a slow turtle.\nThe words boy and turtle are compared without the word like or as.\nThis sentence uses a simile:\nThe tired boy was as slow as a turtle.\nThe words boy and turtle are compared using the word as.\n The answer is A.",
+    "457": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses factoid in its traditional sense: something made up presented as a true fact.\nAs a geneticist, Suzie dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.\nThe second text uses factoid in its nontraditional sense: a trivial but true fact.\nAs a geneticist, Suzie enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard.\n The answer is A.",
+    "460": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses a pun, a word or phrase that humorously suggests more than one meaning.\nImpossible to put down means that the book is so good that it is hard to stop reading. The phrase impossible to put down is also a joke about anti-gravity: if gravity pulls things down, perhaps anti-gravity does the opposite and makes them impossible to put down.\n The answer is A.",
+    "466": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses verbal irony, which involves saying one thing but implying something very different.\nAs comfortable as a bed of nails shows verbal irony because sitting on nails would not be comfortable.\n The answer is A.",
+    "469": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence tells about something, and it ends with a period. It is a declarative sentence.\n The answer is A.",
+    "470": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles.\n The answer is C.",
+    "509": "Assistant: LECTURE: An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.\nSOLUTION: Argema mittrei is written in italics. The first word is capitalized, and the second word is not.\nSo, Argema mittrei is the scientific name.\n The answer is B.",
+    "512": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is A.",
+    "515": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA fuzzy object is covered in soft hair. The track suit is fuzzy, but the water slide and the symbol are not.\nA stretchy object gets longer when you pull on it. All three objects are stretchy.\nA smooth object is not scratchy or rough. The water slide and the symbol are not smooth.\nThe property that all three objects have in common is stretchy.\n The answer is B.",
+    "517": "Assistant: LECTURE: A continent is one of the seven largest areas of land on earth.\nSOLUTION: This continent is Asia.\n The answer is C.",
+    "519": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the north arrow is pointing. New Hampshire is farthest north.\n The answer is D.",
+    "522": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nBoth magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.\n The answer is C.",
+    "532": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.\nSOLUTION: The better estimate for how long it takes to go for a walk with a dog is 13 minutes.\n13 seconds is too fast.\n The answer is B.",
+    "533": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "534": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.\nSOLUTION: The two drops of honey are made of the same material and have the same mass. So, the drop of honey with more thermal energy has a higher temperature.\n The answer is B.",
+    "536": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.\nSOLUTION: Look at the picture of the flamingo.\nLong legs help the flamingo keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Eurasian spoonbill has long, thin legs. Its legs are adapted for wading.\nThe kookaburra has short legs. Its legs are not adapted for wading. The kookaburra uses its legs to walk and perch.\n The answer is B.",
+    "539": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nThere are usually more days with low air pressure than high air pressure where Martha lives.\nAir pressure is caused by the weight of the air in the atmosphere. When the air pressure is low, the sky is usually cloudy.\nThe passage tells you about the usual pattern of air pressure where Martha lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is B.",
+    "541": "Assistant: LECTURE: Sediments are deposits of rocks, minerals, and other materials. Sediments can be found in places like riverbeds, beaches, and other areas where materials are deposited.\nSOLUTION: Sandstone is a rock that forms from layers of sand. Sandstone is common in deserts.\n The answer is A.",
+    "543": "Assistant: LECTURE: Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the ip sound.\nThe words lake and make rhyme. They both end with the ake sound.\nThe words tip and lake don't rhyme. They end with different sounds.\nSOLUTION: The words wife and swim rhyme. They both end with the im sound.\nThe word life does not rhyme. It ends with a different sound.\n The answer is C.",
+    "550": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Hari's genotype for the coat pattern gene is aa. Hari's genotype of aa has only a alleles. The a allele is for a spotted coat. So, Hari's phenotype for the coat pattern trait must be a spotted coat.\nTo check this answer, consider whether Hari's alleles are dominant or recessive. The allele for a spotted coat (a) is recessive to the allele for a black coat (A). This means A is a dominant allele, and a is a recessive allele.\nHari's genotype of aa has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Hari's phenotype for the coat pattern trait must be a spotted coat.\n The answer is B.",
+    "552": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Peter Pan is literature.\nIn a J. M. Barrie novel, the character Peter Pan retreats to Neverland and refuses to grow up.\nThe allusion Peter Pan means a person who won't take on adult responsibilities.\n The answer is A.",
+    "554": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nSOLUTION: The two mugs of cocoa have the same mass but different temperatures. Since the 155\u00b0F mug of cocoa is hotter than the 115\u00b0F mug of cocoa, it has more thermal energy.\n The answer is A.",
+    "557": "Assistant: LECTURE: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object.\nSOLUTION: To determine if there is a net force on Ken, look at the forces:\nEarth's gravity is pulling Ken down with a force of 400 N.\nThe diving board is pushing Ken up with a force of 400 N.\nThe forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Ken.\n The answer is B.",
+    "573": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nA million dollars is an exaggeration, since it is unlikely that the laptop actually cost a million dollars.\n The answer is B.",
+    "576": "Assistant: LECTURE: A force is a push or a pull that acts on an object. Each force acts on an object in a certain direction. If two forces act on an object in opposite directions, they are called opposing forces.\nSOLUTION: Find the direction Rusty pulls on the toy.\nTwo dogs, Rusty and Coco, play with a toy. Think about two of the forces that act on the toy:\nCoco pulls toward herself.\nRusty pulls away from Coco.\nThe text tells you that Rusty pulls away from Coco. The opposite direction is toward Coco. So, the direction of the opposing force is toward Coco.\n The answer is B.",
+    "577": "Assistant: SOLUTION: Honolulu is the capital of Hawaii.\n The answer is C.",
+    "584": "Assistant: SOLUTION: Olympia is the capital of Washington.\n The answer is C.",
+    "593": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of a long-distance running race is 18 miles.\n18 inches and 18 yards are both too short.\n The answer is C.",
+    "595": "Assistant: LECTURE: A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object.\nSOLUTION: Look for the backpack that is heavier.\nA backpack carrying 9 pounds is heavier than a backpack carrying 6 pounds. So, the backpack carrying 9 pounds needs to be pulled with a larger force to start rolling at the same speed as the other backpack.\n The answer is A.",
+    "600": "Assistant: LECTURE: Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4\n The answer is A.",
+    "603": "Assistant: SOLUTION: Oklahoma City is the capital of Oklahoma.\n The answer is B.",
+    "605": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "612": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the article.\nAbby was surprised when the article said that at least one-third of American adults get less than seven hours of sleep each night.\n The answer is B.",
+    "614": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince radio is between the guide words rescue - road, it would be found on that page.\n The answer is A.",
+    "616": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Babies do not need to learn how to hear. They are able to hear naturally. So, the ability to hear is an inherited trait.\n The answer is A.",
+    "617": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of a pot of boiling water is 100\u00b0F.\n100\u00b0C is too hot.\n The answer is A.",
+    "621": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that increased park funding was responsible for an increase in littering. However, even though littering increased after funding to parks was increased, that doesn't necessarily mean that the funding was responsible. This illustrates a type of logical fallacy known as false causation.\n The answer is A.",
+    "627": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\nSOLUTION: Use the model to determine whether hydrogen is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the ball-and-stick model shown above, both of the balls are the same color:\n. The legend shows that light gray represents the chemical element with the atomic symbol H. So, the model shows you that a molecule of hydrogen is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that hydrogen is composed of only one chemical element. So, hydrogen is an elementary substance.\n The answer is A.",
+    "632": "Assistant: SOLUTION: The colony is South Carolina.\n The answer is B.",
+    "640": "Assistant: SOLUTION: Topeka is the capital of Kansas.\n The answer is C.",
+    "641": "Assistant: LECTURE: When a limb is too severely damaged to heal, it may need to be amputated, or removed.\nFor example, a doctor can treat an infected limb with medicine. But if the infection does not go away, it can spread to the rest of the person's body. To stop the infection from spreading, the infected limb may need to be amputated.\nIn other cases, when a limb is badly injured, the skin, bones, muscles, and nerves may be severely damaged. If the damaged tissue cannot heal, it may die. The severely damaged or dead tissue then needs to be amputated.\n The answer is A.",
+    "645": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Africa.\n The answer is B.",
+    "667": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "670": "Assistant: SOLUTION: Carson City is the capital of Nevada.\n The answer is C.",
+    "671": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses a pun, a word or phrase that humorously suggests more than one meaning.\nCouldn't find the time means that he was too busy to look for his watch.\n The answer is B.",
+    "674": "Assistant: SOLUTION: The colony is Maryland.\n The answer is B.",
+    "686": "Assistant: SOLUTION: Santa Fe is the capital of New Mexico.\n The answer is B.",
+    "689": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nNever say never at first appears to be contradictory: by saying the phrase itself, you have already said never. However, it contains some truth: people often change their minds as they age and so should not rule anything out by saying never.\n The answer is A.",
+    "691": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is South America.\n The answer is C.",
+    "693": "Assistant: LECTURE: Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.\n The answer is A.",
+    "694": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of the air on a cold, snowy day is 22\u00b0F.\n22\u00b0C is too hot.\n The answer is A.",
+    "730": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.\nSOLUTION: Look at the picture of the chimpanzee.\nThe chimpanzee uses its long limbs to reach branches while climbing. It uses its fingers and toes to grab the branches.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe three-toed sloth has long limbs with fingers and toes. Its limbs are adapted for climbing trees.\nThe sea turtle has flippers. Its limbs are not adapted for climbing trees. The sea turtle uses its flippers to swim underwater.\n The answer is A.",
+    "734": "Assistant: LECTURE: When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.\nThis table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.\nType of symbiotic relationship | Organism of one species... | Organism of the other species...\nCommensal | benefits | is not significantly affected\nMutualistic | benefits | benefits\nParasitic | benefits | is harmed (but not usually killed)\nSOLUTION: When a rat tapeworm attaches itself to a rat's intestine, the tapeworm gets nutrients from the rat's food. So, the tapeworm benefits from its relationship with the rat.\nThe rat's intestine is harmed by the tapeworm. So, the rat is harmed by its relationship with the tapeworm.\nSince the tapeworm benefits and the rat is harmed, a parasitic relationship is formed when a rat tapeworm attaches itself to a rat's intestine.\n The answer is A.",
+    "739": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nSOLUTION: The two blocks of iron have the same mass but different temperatures. Since the 135\u00b0C block is hotter than the 110\u00b0C block, it has more thermal energy.\n The answer is A.",
+    "741": "Assistant: SOLUTION: Sacramento is the capital of California.\n The answer is B.",
+    "751": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nPotato chips have a salty taste. The wet glue and the silk tie are not salty.\nA sticky object can attach or stick to other things. All three objects are sticky.\nA scratchy object is rough and itchy against your skin. The wet glue and the silk tie are not scratchy.\nThe property that all three objects have in common is sticky.\n The answer is C.",
+    "752": "Assistant: LECTURE: A food web is a model.\nModels can make things in nature easier to understand. Models can be simpler than the things they represent. A food web is a model that shows where living things in an ecosystem get their food. If a food web showed every living thing in an ecosystem, the food web would be hard to understand. So, each food web shows how some living things in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one living thing to another. Each arrow shows the direction that matter moves when one living thing eats another living thing. An arrow starts from the living thing that is eaten. The arrow points to the living thing that is doing the eating.\nA living thing in a food web can have more than one arrow pointing from it. This shows that the living thing is eaten by more than one other living thing in the food web.\nA living thing in a food web can also have more than one arrow pointing to it. This shows that the living thing eats more than one other living thing in the food web.\nSOLUTION: Decomposers help break down dead living things into simpler matter, such as nutrients. These nutrients can then help plants and other living things grow. In a food web, there is an arrow pointing from another living thing to a decomposer. There are no arrows pointing from a decomposer to another living thing.\nThe bat star has an arrow pointing from it. So, the bat star is not a decomposer.\nThe kelp does not have arrows pointing from it to other living things. So, the kelp is a decomposer.\n The answer is A.",
+    "754": "Assistant: LECTURE: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!\nSOLUTION: The properties of marble match the properties of a rock. So, marble is a rock.\n The answer is A.",
+    "763": "Assistant: LECTURE: All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.\nScientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element.\nSOLUTION: Count the number of chemical elements represented in the model. Then, decide if ethane is an elementary substance or a compound.\nIn this model, each ball is labeled with C for carbon or H for hydrogen. So, the model shows you that ethane is made of two chemical elements bonded together.\nSubstances made of two or more chemical elements bonded together are compounds. So, ethane is a compound.\n The answer is B.",
+    "764": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "769": "Assistant: SOLUTION: Mix doesn't belong.\nStir, chop, and blend all name ways to mix things.\n The answer is D.",
+    "781": "Assistant: SOLUTION: Providence is the capital of Rhode Island.\n The answer is C.",
+    "785": "Assistant: LECTURE: An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.\nSOLUTION: Gavia immer is written in italics. The first word is capitalized, and the second word is not.\nSo, Gavia immer is the scientific name.\n The answer is A.",
+    "788": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Montana is farthest west.\n The answer is C.",
+    "795": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is A.",
+    "814": "Assistant: LECTURE: When a limb is too severely damaged to heal, it may need to be amputated, or removed.\nFor example, a doctor can treat an infected limb with medicine. But if the infection does not go away, it can spread to the rest of the person's body. To stop the infection from spreading, the infected limb may need to be amputated.\nIn other cases, when a limb is badly injured, the skin, bones, muscles, and nerves may be severely damaged. If the damaged tissue cannot heal, it may die. The severely damaged or dead tissue then needs to be amputated.\n The answer is B.",
+    "816": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince pink is between the guide words parrot - property, it would be found on that page.\n The answer is A.",
+    "824": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses terribly in its traditional sense: in a terrible manner.\nRonald shivered terribly as he gazed at the snow-clad slope. After calming his nerves, he began his descent.\nThe second text uses terribly in its nontraditional sense: extremely; very.\nRonald shivered as he gazed at the terribly steep, snowy slope. After calming his nerves, he began his descent.\nMost style guides recommend to use the traditional sense of the word terribly because it is considered more standard.\n The answer is A.",
+    "827": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. None of the objects are transparent.\nYellow is a color.\nThis color is yellow. All three objects are yellow.\nA slippery object is hard to hold onto or stand on. None of the objects are slippery.\nThe property that all three objects have in common is yellow.\n The answer is C.",
+    "828": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, the following statements describe the Cape Breton Highlands National Park ecosystem: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has long, cold winters and short, cool summers. It has many evergreen trees. The following statement does not describe Cape Breton Highlands National Park: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has soil that is rich in nutrients.\n The answer is B.",
+    "834": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "840": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince nor is between the guide words nap - neither, it would be found on that page.\n The answer is B.",
+    "841": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the lichen.\nThe only arrow pointing to the short-tailed weasel starts from the brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the short-tailed weasel.There is one path matter can take from the lichen to the mushroom: lichen->barren-ground caribou->mushroom. There are two paths matter can take from the lichen to the grizzly bear: lichen->barren-ground caribou->grizzly bear. lichen->barren-ground caribou->mushroom->grizzly bear. There are three paths matter can take from the lichen to the lichen bug: lichen->barren-ground caribou->lichen bug. lichen->barren-ground caribou->mushroom->lichen bug. lichen->barren-ground caribou->grizzly bear->lichen bug. brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the brown lemming.. There is one path matter can take from the lichen to the rough-legged hawk: lichen->barren-ground caribou->grizzly bear->rough-legged hawk. There are two paths matter can take from the lichen to the bilberry: lichen->barren-ground caribou->bilberry. lichen->barren-ground caribou->grizzly bear->bilberry.\n The answer is A.",
+    "843": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.\n The answer is A.",
+    "845": "Assistant: LECTURE: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving.\nSOLUTION: Complete the sentence with the word complained. It describes the washing machine as if it were a grumpy, overworked person.\n The answer is A.",
+    "849": "Assistant: SOLUTION: The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.\n The answer is C.",
+    "851": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Bryant wants or needs:\nBryant will spend more money. Plane tickets for Bryant to get to Connecticut are more expensive than tickets to Iowa.\n The answer is A.",
+    "856": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The second answer choice contains a vague pronoun reference. The pronoun it could refer to her scooter or Mr. McDowell's car.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with her scooter.\nWhen Becky parked her scooter next to Mr. McDowell's car, she noticed that the scooter had a flat tire.\n The answer is B.",
+    "865": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.\nSOLUTION: Look at the picture of the common nighthawk.\nA short, thin beak is light and easy to move. The common nighthawk uses its beak to grab fast-moving insects while flying.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe hanging parrot has a small hooked beak. Its beak is adapted to catch insects.\nThe barn swallow has a short, thin beak. Its beak is not adapted to catch insects. The barn swallow uses its beak to eat insects and other small invertebrates.\n The answer is B.",
+    "868": "Assistant: SOLUTION: Benjamin Franklin was born in 1776. He was born in the United States, in the colony of Pennsylvania.\nBenjamin Franklin was one of the most famous Americans of his time. He was a writer, an inventor, and a statesman.\n The answer is C.",
+    "878": "Assistant: LECTURE: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group.\nSOLUTION: To decide if an animal is part of a group, look at the traits of the group.\nCrustaceans have the following traits:\nThey have two pairs of antennae.\nThey have an exoskeleton.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA blue crab has the following traits:\nIt has two pairs of antennae.\nIt has an exoskeleton.\nA blue crab has the traits of a crustacean. A blue crab is a crustacean.\nAn earthworm has the following traits:\nIt has a soft body.\nIt has a cylindrical body.\nIt has segments.\nAn earthworm does not have all of the traits of a crustacean. An earthworm is a segmented worm.\n The answer is B.",
+    "879": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.\n The answer is B.",
+    "880": "Assistant: SOLUTION: Hartford is the capital of Connecticut.\n The answer is D.",
+    "886": "Assistant: SOLUTION: Columbus is the capital of Ohio.\n The answer is D.",
+    "888": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "898": "Assistant: LECTURE: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!\nSOLUTION: The properties of dolerite match the properties of a rock. So, dolerite is a rock.\n The answer is B.",
+    "900": "Assistant: LECTURE: Evidence is information that tells you something happened.\nHow do you look for evidence of a change to Earth's surface?\nThere are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.\nHere are some examples of what the evidence for different changes might be:\nCause of the change | Evidence of the change\nearthquake | cracks in the ground; houses with broken walls and roofs\nvolcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground\nerosion | a canyon with a river flowing through it; a river carrying sand and mud\nBe careful when you are looking for evidence!\nA picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!\nFor example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.\n The answer is B.",
+    "901": "Assistant: SOLUTION: According to the Seventh Amendment, who has the final say in deciding who wins a court case?\nThe jury has the final say in court cases. A jury is a group of regular citizens who listen to a trial. Then they decide together which side is right. In the United States, juries are supposed to come from the area where the crime or disagreement took place. Most trial juries have between 6 and 12 people, called jurors. If you are an American citizen, you may be asked to be on a jury someday! Part of the text of the Seventh Amendment is below. What kind of trials does the amendment talk about? In suits at common law...the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise re-examined in any court of the United States, than according to the rules of the common law.\n The answer is D.",
+    "905": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Mia wants or needs:\nMia will give up the chance to wear the costume she is more excited about.\n The answer is A.",
+    "908": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nSOLUTION: The second sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction although.\nAlthough she left her house early, Cara barely made it to the train station in time.\n The answer is B.",
+    "909": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is A.",
+    "913": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses disinterested in its traditional sense: unbiased or impartial.\nAs a teacher of American history, Mr. McDowell tries to remain disinterested when discussing controversial issues, giving equal attention and consideration to each major viewpoint.\nThe second text uses disinterested in its nontraditional sense: uninterested or indifferent.\nAs an experienced teacher of American history, Mr. McDowell believes that playing history-based trivia games will revive even the most disinterested of students.\nMost style guides recommend to use the traditional sense of the word disinterested because it is considered more standard.\n The answer is A.",
+    "916": "Assistant: LECTURE: A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping.\nSOLUTION: The second sentence states a fact.\nFelipe VI is the king of Spain.\nIt can be proved by looking up information about Spain.\nThe first sentence states an opinion.\nIt is bad for a country to have a king or queen.\nBad shows what a person believes, thinks, or feels. Another person might have a different opinion about whether a country is better off with or without a king or queen.\n The answer is B.",
+    "918": "Assistant: SOLUTION: Austen wanted broccoli in his lunch and Naomi was hoping for tomatoes. Look at the labeled part of the images.\nAusten has tomatoes. Naomi has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is B.",
+    "923": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux.\nSOLUTION: The source of the allusion Icarus is Greek mythology.\nIn Greek mythology, Icarus's father Daedalus built wings for his son but warned him not to fly too high. Too excited to heed his father's advice, Icarus flew so close to the sun that his wings melted and he fell from the sky.\nThe allusion Icarus means an overconfident person who ignores his or her limitations.\n The answer is B.",
+    "926": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.\n The answer is B.",
+    "932": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is A.",
+    "936": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nWell-fed is an indirect way of saying overweight.\n The answer is B.",
+    "945": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Consumers eat other organisms. So, there are arrows in a food web that point from other organisms to consumers.\nThe lichen does not have any arrows pointing to it. So, the lichen is a producer, not a consumer.\nThe mushroom has arrows pointing to it from the mice and the marten. So, the mushroom is a consumer.\n The answer is A.",
+    "952": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.\n The answer is C.",
+    "953": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: Our car was stuck in traffic, we were late is a complete sentence. The subject is our car, and the verb is were.\n The answer is B.",
+    "957": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of the air inside of a freezer is 15\u00b0F.\n15\u00b0C is too hot.\n The answer is A.",
+    "962": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux.\nSOLUTION: The source of the allusion Casanova is history.\nThe autobiography of Giovanni Giacomo Casanova, an eighteenth-century Italian adventurer, details and perhaps exaggerates his amorous adventures and success with women.\nThe allusion Casanova means a womanizer.\n The answer is A.",
+    "964": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "971": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses alliteration, the repetition of sounds at the beginning of nearby words.\nClasps the crag with crooked hands repeats the c sound.\n The answer is B.",
+    "973": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that nuclear power plants are a threat to the stability and safety of the world because they rely on fission. However, this isn't necessarily true. Nuclear power plants could be designed in such a way that they would not pose a threat to the stability and safety of the world. This illustrates a type of logical fallacy known as guilt by association.\n The answer is B.",
+    "982": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.\nSOLUTION: The two basketballs are made of the same material and have the same mass. So, the hotter basketball has more thermal energy.\n The answer is A.",
+    "991": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is A.",
+    "993": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nIt was partly cloudy in the Canary Islands last Tuesday.\nThis passage tells you about the clouds in the Canary Islands on Tuesday. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is A.",
+    "1002": "Assistant: SOLUTION: This country is Haiti.\nDoes Haiti have any territorial disputes?\nHaiti claims to own Navassa Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nNavassa Island is also claimed by the United States. The United States claimed the island in 1857 and has controlled it since then. But Haiti considers the island part of its territory and has protested the United States' claim since this time. No one lives on the island. Today, it is a nature preserve.\n The answer is A.",
+    "1004": "Assistant: LECTURE: In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or\nSOLUTION: Capitalize the first word, the last word, and every important word in between. The word and is not important, so it should not be capitalized.\nThe correct title is The Adventures of Chuck and Friends.\n The answer is A.",
+    "1009": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.\n The answer is B.",
+    "1014": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.\n The answer is A.",
+    "1029": "Assistant: SOLUTION: The colony is Pennsylvania.\n The answer is A.",
+    "1041": "Assistant: SOLUTION: Honolulu is the capital of Hawaii.\n The answer is C.",
+    "1043": "Assistant: LECTURE: Every living thing needs food to stay alive. Living things get their food in different ways. A food chain shows how living things in an ecosystem get their food.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other living things. Consumers cannot make their own food.\nSOLUTION: In this food chain, the yucca moth is a consumer because it eats another living thing. The yucca moth in this food chain eats the yucca plant.\n The answer is B.",
+    "1044": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion a rose by any other name is Shakespeare.\nIn Shakespeare's Romeo and Juliet, the two central characters are denied their love because they belong to warring families, the Montagues and Capulets. Juliet wonders how a mere family name can make someone an enemy, observing that a rose would smell sweet no matter what its name.\nThe allusion a rose by any other name means something so special that what it's called seems unimportant.\n The answer is A.",
+    "1049": "Assistant: SOLUTION: Frankfort is the capital of Kentucky.\n The answer is B.",
+    "1050": "Assistant: LECTURE: In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes\nSOLUTION: Polytrichum commune is a plant. Plant cells can make their own food. Plant cells make food using photosynthesis.\n The answer is A.",
+    "1056": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nA slice of banana turning brown is a chemical change. The part of the banana in contact with the air reacts with oxygen and turns into a different type of matter.\nCooking chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nCooking is caused by heating. But a slice of banana turning brown is not.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is B.",
+    "1064": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A woodpecker is a bird. It has feathers, two wings, and a beak.\nWoodpeckers have strong beaks. They use their beaks to drill into wood to hunt for food.\nA brown tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.\n The answer is A.",
+    "1079": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is C.",
+    "1082": "Assistant: LECTURE: In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or\nSOLUTION: Capitalize the first word, the last word, and every important word in between. The word the is not important, so it should not be capitalized.\nThe correct title is The Fresno Bee.\n The answer is A.",
+    "1083": "Assistant: LECTURE: Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds.\nSOLUTION: The words job and sob rhyme. They both end with the ob sound.\nThe word bib does not rhyme. It ends with a different sound.\n The answer is A.",
+    "1088": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that all city dwellers are rude because one person was rude. However, this isn't necessarily true. This illustrates a type of logical fallacy known as a hasty generalization.\n The answer is C.",
+    "1089": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence is a statement that shows strong feeling and ends with an exclamation point. It is an exclamatory sentence.\n The answer is B.",
+    "1093": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "1095": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to play tennis. Instead, some people learn how to play tennis. Playing the sport takes practice. So, playing tennis is an acquired trait.\n The answer is B.",
+    "1098": "Assistant: SOLUTION: The Sixth Amendment says that all criminal trials must be speedy and public. It also says that anyone accused of a crime has the right to get help from a lawyer. A lawyer is a person trained in the law. If someone cannot afford to hire a lawyer, the government will pay for one. Usually these lawyers are called public defenders. There are more than 15,000 public defenders in the United States. They defend people in millions of criminal cases every year. Part of the text of the Sixth Amendment is below. Notice the phrases \"speedy and public trial\" and \"assistance of counsel.\" Does the text mention any other rules for trials? In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state and district wherein the crime shall have been committed...and to have the assistance of counsel for his defense.\n The answer is C.",
+    "1113": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Blossom's genotype for the coat color gene is ll. Blossom's genotype of ll has only l alleles. The l allele is for a reddish-brown coat. So, Blossom's phenotype for the coat color trait must be a reddish-brown coat.\nTo check this answer, consider whether Blossom's alleles are dominant or recessive. The allele for a black coat (L) is dominant over the allele for a reddish-brown coat (l). This means L is a dominant allele, and l is a recessive allele.\nBlossom's genotype of ll has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Blossom's phenotype for the coat color trait must be a reddish-brown coat.\n The answer is B.",
+    "1114": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.\nSOLUTION: The better estimate for how long it takes to slide down a slide is 3 seconds.\n3 minutes is too slow.\n The answer is A.",
+    "1123": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the elementary substance copper.\nIn a space-filling model, the balls represent atoms that are bonded together. The color of a ball represents a specific chemical element. The atomic symbol for that chemical element is shown in the legend.\nSOLUTION: Use the model to determine whether beryllium is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the space-filling model shown above, all of the balls are the same color:\n. The legend shows that green represents the chemical element with the atomic symbol Be. So, the model shows you that beryllium is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that beryllium is composed of only one chemical element. So, beryllium is an elementary substance.\n The answer is A.",
+    "1128": "Assistant: LECTURE: Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food.\nSOLUTION: An alligator is an animal. It eats other animals.\nAlligators can live in ponds, rivers, marshes, and lakes.\nAn ivy is a plant. It has star-shaped leaves.\nIvy can grow on rocks, trees, and buildings.\nA hippopotamus is an animal. It eats plants.\nHippopotamuses live in Asia.\nA water buffalo is an animal. It eats plants.\nWater buffaloes live in Asia.\n The answer is B.",
+    "1131": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence tells about something, and it ends with a period. It is a declarative sentence.\n The answer is A.",
+    "1134": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of a passenger helicopter is 4 tons.\n4 ounces and 4 pounds are both too light.\n The answer is C.",
+    "1135": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is C.",
+    "1137": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is A.",
+    "1139": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.\n The answer is B.",
+    "1153": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.\nSOLUTION: The best estimate for the volume of a kitchen sink is 13 gallons.\n13 fluid ounces and 13 cups are both too little.\n The answer is A.",
+    "1165": "Assistant: SOLUTION: Boston is the capital of Massachusetts.\n The answer is B.",
+    "1174": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince come is between the guide words clover - cry, it would be found on that page.\n The answer is A.",
+    "1179": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses nauseous in its traditional sense: causing disgust or nausea.\nTisha's little brother looked a little sick after eating mounds of candy and then going on the nauseous rides at the state fair.\nThe second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nTisha's little brother looked a little nauseous after eating mounds of candy and then going on the dizzying rides at the state fair.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard.\n The answer is B.",
+    "1203": "Assistant: LECTURE: When a scientist identifies a new organism, he or she chooses its scientific name.\nSometimes, an organism is named after the place where it was first found. Other times, an organism is named after the scientist who first identified it. Or, the scientific name might describe the organism's physical traits.\nMany of the words that make up scientific names are based on words from old languages, like Latin and classical Greek. Sometimes, English words are changed to make them sound more like Latin or Greek. The new words are then used in an organism's scientific name.\nSOLUTION: This organism's scientific name refers to P. M. A. Morelet.\nThe word moreletii refers to P. M. A. Morelet. So, the Morelet's crocodile's scientific name is Crocodylus moreletii.\n The answer is A.",
+    "1206": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses an oxymoron, a joining of two seemingly contradictory terms.\nOpen secret is a contradiction, because open describes something that is freely or publicly known, and a secret is hidden.\n The answer is A.",
+    "1208": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSOLUTION: Look at the picture of the flower vase.\nThe flower vase is made of glass.\nGlass is a clear, breakable material. Some flower vases are made of glass, and others are made of plastic. Plastic does not break as easily as glass does.\n The answer is B.",
+    "1211": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "1212": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The second sentence is less formal. You can tell because it uses overly simple or imprecise language (took, went).\nThe first sentence uses more precise language, so it is more formal overall.\n The answer is B.",
+    "1221": "Assistant: LECTURE: Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.\nSOLUTION: A wombat is a mammal. Like other mammals, a wombat is a vertebrate. It has a backbone.\nLike other spiders, a trapdoor spider is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA forest scorpion is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA birdwing butterfly is an insect. Like other insects, a birdwing butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.\n The answer is D.",
+    "1222": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.\n The answer is B.",
+    "1223": "Assistant: SOLUTION: Topeka is the capital of Kansas.\n The answer is D.",
+    "1224": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nAn opaque object does not let light through. None of the objects are opaque.\nA translucent object lets light through. But you cannot see clearly through a translucent object. All three objects are translucent.\nA fragile object will break into pieces if you drop it. The hair clip and the bra are not fragile.\nThe property that all three objects have in common is translucent.\n The answer is A.",
+    "1226": "Assistant: SOLUTION: Look at the table and images.\nTurner wants broccoli. Mona wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is A.",
+    "1228": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nSOLUTION: Look at the object.\nThink about each property.\nYou can see clearly through a transparent object. The fish bowl is transparent.\nA stretchy object gets longer when you pull on it. The fish bowl is not stretchy.\n The answer is B.",
+    "1231": "Assistant: SOLUTION: This country is Australia.\nIs Australia a country or a continent?\nBoth! Australia is a country in Oceania, a region made up of many lands and islands in the Pacific Ocean. Many people say that Australia is the world's smallest continent. But some people call Oceania a continent instead.\n The answer is B.",
+    "1232": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.\n The answer is C.",
+    "1234": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince slide is between the guide words satisfy - suggest, it would be found on that page.\n The answer is B.",
+    "1237": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince beware is between the guide words bookcase - burden, it would be found on that page.\n The answer is A.",
+    "1244": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nBlue Nile Falls is in Ethiopia. The winds in this part of Africa usually blow from the southeast.\nThe underlined part of the passage tells you about the usual wind patterns in Ethiopia. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is A.",
+    "1247": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSOLUTION: Look at the picture of the egg carton.\nThe egg cartons are made of styrofoam.\nStyrofoam is a good material to use for egg cartons because it's a little bit squishy. The eggs can move around a bit inside the styrofoam.\n The answer is B.",
+    "1251": "Assistant: SOLUTION: Tallahassee is the capital of Florida.\n The answer is D.",
+    "1252": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Uncle Jim is capitalized because it is a proper noun.\n The answer is A.",
+    "1253": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "1259": "Assistant: SOLUTION: This country is Tuvalu.\n The answer is C.",
+    "1268": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of a bottle of nail polish is 11 milliliters.\n11 liters is too much.\n The answer is B.",
+    "1269": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.\nBlue is a color.\nThis color is blue. The foil and the silver ring are blue, but the tin foil is not.\nA fuzzy object is covered in soft hair. None of the objects are fuzzy.\nThe property that all three objects have in common is shiny.\n The answer is A.",
+    "1281": "Assistant: SOLUTION: The colony is Maryland.\n The answer is A.",
+    "1282": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of a cold glass of water is 3\u00b0C.\n3\u00b0F is too cold.\n The answer is A.",
+    "1286": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nA piece of pizza rotting is a chemical change. The matter in the pizza breaks down and slowly turns into a different type of matter.\nBurning a candle is a chemical change. Both the wick and the melted wax burn. They react with oxygen in the air and turn into soot, carbon dioxide, and water.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBurning is caused by heating. But a piece of pizza rotting is not.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is B.",
+    "1289": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Nebraska is farthest east.\n The answer is A.",
+    "1301": "Assistant: SOLUTION: This country is Cuba.\nDoes Cuba have any territorial disputes?\nCuba claims to own Guantanamo Bay Naval Base, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States controls the area and uses it as a military base and prison. A treaty in 1903 gave the U.S. the right to rent the land from Cuba. But today, Cuba says that it had no choice but to accept the treaty. It wants the United States to leave the area and does not accept the rent money sent by the United States each year.\n The answer is B.",
+    "1304": "Assistant: LECTURE: Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.\nA line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures.\nSOLUTION: To describe the average temperature trends in Rome, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Mar\" is incorrect.\nChoice \"Apr\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Dec\" is incorrect.\nChoice \"Jan\" is incorrect.\nThe average temperatures in July and August are around 23\u00b0C. These months have the highest average temperatures of all of the months. So, they are the hottest months on average.\n The answer is B.",
+    "1309": "Assistant: SOLUTION: The colony is Rhode Island.\n The answer is B.",
+    "1314": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Pygmalion is Greek mythology.\nIn Greek mythology, Pygmalion is a sculptor who falls in love with a statue he has created.\nThe allusion Pygmalion means a person who is overly devoted to his or her work.\n The answer is A.",
+    "1315": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.\nSOLUTION: Look at the picture of the cougar.\nThe cougar has a large mouth and sharp teeth. Its mouth is adapted to tear through meat. The cougar uses its large mouth to grab its prey. It uses its sharp teeth to cut up the meat of the prey into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe tiger has a large mouth and sharp teeth. Its mouth is adapted to tear through meat.\nThe marmot has large front teeth. It does not have sharp teeth. So, its mouth is not adapted to tear through meat. The marmot uses its mouth to gnaw on stems and branches.\n The answer is A.",
+    "1320": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "1326": "Assistant: LECTURE: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.\nSOLUTION: The water in a sink is a liquid. A liquid takes the shape of any container it is in.\nIf you move the water from a sink into a different container, the water will take the shape of that container. But the water will still take up the same amount of space.\n The answer is A.",
+    "1338": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Gina must watch reality television, because her sister watches reality television. However, even though Gina's sister watches reality television, that doesn't necessarily mean that Gina does, too. This illustrates a type of logical fallacy known as guilt by association.\n The answer is B.",
+    "1339": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The second text uses literally in its traditional sense: in a factual, non-exaggerated way.\nMia adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally hundreds of years old.\nThe first text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). The bridge is old, but it is not actually a million years old.\nMia adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally a million years old.\nMost style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect.\n The answer is A.",
+    "1340": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in future tense. You can tell because it uses will before the main verb, harm. The verb tells you about something that is going to happen.\n The answer is B.",
+    "1355": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses an allusion, a brief reference to someone or something well known.\nNeverland alludes to the story of Peter Pan, a boy who lived in Neverland and never grew up.\n The answer is A.",
+    "1359": "Assistant: SOLUTION: Annapolis is the capital of Maryland.\n The answer is C.",
+    "1360": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that the rise of video games has led to more computer science PhDs. However, the fact that more people are studying computer science doesn't necessarily mean that video games are responsible. This illustrates a type of logical fallacy known as the bandwagon fallacy.\n The answer is A.",
+    "1370": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A short story should be in quotation marks.\nThe correct title is \"Pigs Is Pigs.\"\n The answer is B.",
+    "1378": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow!\nSOLUTION: The sentence tells about something, and it ends with a period. It is a declarative sentence.\n The answer is A.",
+    "1382": "Assistant: SOLUTION: This country is Palau.\n The answer is A.",
+    "1387": "Assistant: SOLUTION: Salt Lake City is the capital of Utah.\n The answer is C.",
+    "1389": "Assistant: SOLUTION: Trenton is the capital of New Jersey.\n The answer is D.",
+    "1392": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Decomposers help break down dead organisms into simpler matter, such as nutrients. These nutrients can then help plants and other organisms grow. In a food web, there is an arrow pointing from another organism to a decomposer. There are no arrows pointing from a decomposer to another organism.\nThe water mold does not have arrows pointing from it to other organisms. So, the water mold is a decomposer.\nThe golden algae has arrows pointing from it. So, the golden algae is not a decomposer.\nThe green algae does not have arrows pointing from it to other organisms. So, the green algae is a decomposer.\nThe rotifer has arrows pointing from it. So, the rotifer is not a decomposer.\n The answer is B.",
+    "1395": "Assistant: LECTURE: Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food.\nSOLUTION: A chameleon is an animal. It walks and climbs.\nChameleons eat insects. They use their long, sticky tongues to catch their prey.\nA giant water lily is a plant. It can grow big flowers.\nGiant water lilies grow in the Amazon river in South America.\n The answer is B.",
+    "1396": "Assistant: LECTURE: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group.\nSOLUTION: To decide if an animal is part of a group, look at the traits of the group.\nReptiles have the following traits:\nThey have scaly, waterproof skin.\nThey make eggs with shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA common snapping turtle has the following traits:\nIt has scaly, waterproof skin.\nIt makes eggs with shells.\nA common snapping turtle has the traits of a reptile. A common snapping turtle is a reptile.\nA salmon has the following traits:\nIt has fins, not limbs.\nIt makes eggs with no shells.\nA salmon does not have all of the traits of a reptile. A salmon is a fish.\n The answer is A.",
+    "1400": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A North American beaver's scientific name is Castor canadensis. The first word of its scientific name is Castor.\nCervus canadensis and Castor canadensis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Cervus canadensis and Castor canadensis have the same species name within their genus, canadensis. But the first words of their scientific names are different. Cervus canadensis is in the genus Cervus, and Castor canadensis is in the genus Castor.\nCastor fiber is in the genus Castor. The first word of its scientific name is Castor. So, Castor fiber and Castor canadensis are in the same genus.\nGoura scheepmakeri is in the genus Goura. The first word of its scientific name is Goura. So, Goura scheepmakeri and Castor canadensis are not in the same genus.\n The answer is B.",
+    "1411": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of a hot day in the desert is 45\u00b0C.\n45\u00b0F is too cold.\n The answer is B.",
+    "1412": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the polar bear.\nThe polar bear has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the Arctic hare has white fur covering its body. It is adapted to be camouflaged in the snow.\nThe camel has sand-colored fur covering its skin. It is not adapted to be camouflaged in the snow.\n The answer is A.",
+    "1421": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is A.",
+    "1431": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Atlantic Ocean.\n The answer is B.",
+    "1445": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is B.",
+    "1454": "Assistant: LECTURE: When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.\nThis table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.\nType of symbiotic relationship | Organism of one species... | Organism of the other species...\nCommensal | benefits | is not significantly affected\nMutualistic | benefits | benefits\nParasitic | benefits | is harmed (but not usually killed)\nSOLUTION: When a bristle worm lives on a white sea urchin, the worm gets protection from predators. So, the bristle worm benefits from its relationship with the sea urchin.\nThe sea urchin is not helped by the bristle worm. So, the sea urchin does not benefit from its relationship with the bristle worm.\nSince the bristle worm benefits and the sea urchin is not helped, a commensal relationship is formed when a bristle worm lives on a white sea urchin.\n The answer is B.",
+    "1463": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.\nSOLUTION: The two baked potatoes have the same temperature and are made of the same type of matter. So, the baked potato with more mass has more thermal energy.\n The answer is A.",
+    "1468": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses verbal irony, which involves saying one thing but implying something very different.\nFits you well ironically suggests that the cap was too big. The cap was falling over Kinsley's eyes, so it didn't fit her well at all.\n The answer is B.",
+    "1469": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer.\nSOLUTION: The better estimate for the length of a hammer is 25 centimeters.\n25 meters is too long.\n The answer is A.",
+    "1473": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The second answer choice contains a vague pronoun reference. The pronoun he could refer to Joe Di Maggio or Willie Mays.\nThe first answer choice shows a possible correction for the vague pronoun reference. He has been replaced with Mays.\nAccording to Rebecca, Willie Mays hit 660 career home runs, although Joe DiMaggio had a higher batting average. She said that Mays is her favorite player.\n The answer is A.",
+    "1477": "Assistant: LECTURE: Rocks are made of minerals. Here are some properties of rocks:\nThey are solid.\nThey are formed in nature.\nThey are not made by living things.\nThey are not pure substances.\nSOLUTION: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.\nA brick is made in a factory. But all rocks are formed in nature.\nSo, a brick is not a rock.\nGranodiorite is a rock.\nLimestone is a rock.\n The answer is B.",
+    "1491": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "1501": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: He won't get lost I will give him directions is a run-on sentence. It has two sentences that are joined without end punctuation: He won't get lost and I will give him directions.\n The answer is B.",
+    "1503": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA sticky object can attach or stick to other things. The rubber band and the yellow feather are not sticky.\nA rough object feels scratchy when you touch it. None of the objects are rough.\nYellow is a color.\nThis color is yellow. All three objects are yellow.\nThe property that all three objects have in common is yellow.\n The answer is B.",
+    "1514": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait.\n The answer is A.",
+    "1515": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Georgia is farthest east.\n The answer is A.",
+    "1518": "Assistant: LECTURE: An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.\nSOLUTION: Carcharodon carcharias is written in italics. The first word is capitalized, and the second word is not.\nSo, Carcharodon carcharias is the scientific name.\n The answer is A.",
+    "1526": "Assistant: LECTURE: Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.\nSOLUTION: To describe the average precipitation trends in Christchurch, look at the graph.\nChoice \"Apr\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Aug\" is incorrect.\nMay has an average monthly precipitation of about 70 millimeters. This is higher than in any other month. So, May is the wettest month on average.\n The answer is C.",
+    "1529": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "1531": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.\nSOLUTION: The two mugs of cider are made of the same material and have the same mass. So, the mug of cider with less thermal energy has a lower temperature.\n The answer is A.",
+    "1532": "Assistant: LECTURE: Reptiles have scaly, waterproof skin. Most reptiles live on land.\nSOLUTION: An American alligator is a reptile. It has scaly, waterproof skin.\nAlligators live in and around water. They can live near ponds, rivers, marshes, and lakes.\nA western gorilla is a mammal. It has fur and feeds its young milk.\nGorillas live in groups called troops. The largest male in the troop is usually the leader.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years.\nAn olive toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\n The answer is C.",
+    "1533": "Assistant: SOLUTION: A pet is an animal.\nA pet lives with people.\nYou have to feed a pet.\n The answer is A.",
+    "1540": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Ms. Thompson thinks algebra is useless because she would let students take statistics instead. However, Ms. Thompson only claimed that students should be allowed to take statistics instead of algebra. She did not suggest that algebra is a useless subject. This illustrates a type of logical fallacy known as a straw man.\n The answer is C.",
+    "1550": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait.\n The answer is A.",
+    "1551": "Assistant: LECTURE: Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.\n The answer is A.",
+    "1558": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude.\n The answer is A.",
+    "1569": "Assistant: SOLUTION: Denver is the capital of Colorado.\n The answer is B.",
+    "1571": "Assistant: LECTURE: A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert.\nSOLUTION: There is a sentence fragment that does not express a complete thought.\nWe called a taxi for Mr. McClure. Whose car was towed from the no-parking zone in front of the firehouse.\nHere is one way to fix the sentence fragment:\nWe called a taxi for Mr. McClure, whose car was towed from the no-parking zone in front of the firehouse.\n The answer is A.",
+    "1572": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is B.",
+    "1582": "Assistant: SOLUTION: This country is New Zealand.\n The answer is C.",
+    "1584": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses disinterested in its traditional sense: unbiased or impartial.\nAs a teacher of American history, Mr. Gordon tries to remain disinterested when discussing controversial issues, giving equal attention and consideration to each major viewpoint.\nThe second text uses disinterested in its nontraditional sense: uninterested or indifferent.\nAs an experienced teacher of American history, Mr. Gordon believes that playing history-based trivia games will revive even the most disinterested of students.\nMost style guides recommend to use the traditional sense of the word disinterested because it is considered more standard.\n The answer is A.",
+    "1586": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Missouri is farthest south.\n The answer is A.",
+    "1590": "Assistant: SOLUTION: The city is Nashville, Tennessee. Oklahoma City, Miami, and Atlanta are marked with gray circles on the map below.\n The answer is C.",
+    "1592": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nSOLUTION: The text uses a metaphor, comparing two things that are not actually alike without using like or as.\nThe metaphor the only light in the sea of darkness was the prospect of pursuing a new career suggests that there was a benefit to Zeke's job loss. A light would be beneficial in helping someone escape a dark, difficult-to-navigate situation. Similarly, Zeke's new career was beneficial in helping him escape the emotionally difficult experience of losing his job.\n The answer is B.",
+    "1598": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is C.",
+    "1605": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A poem should be in quotation marks.\nThe correct title is \"The Mountain and the Squirrel.\"\n The answer is A.",
+    "1606": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince beauty is not between the guide words blame - bunk, it would not be found on that page.\n The answer is B.",
+    "1608": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: Jasper won the school costume contest, his mom felt proud is a run-on sentence. It has two sentences that are joined by just a comma: Jasper won the school costume contest and His mom felt proud.\n The answer is B.",
+    "1612": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince smile is between the guide words slate - strong, it would be found on that page.\n The answer is A.",
+    "1615": "Assistant:\n The answer is D.",
+    "1618": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is A.",
+    "1621": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nBaking cookies is a chemical change. The type of matter in the cookie dough changes when it is baked. The cookie dough turns into cookies!\nWater evaporating from a puddle is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nWater evaporating is a physical change. But baking cookies is not.\nBoth are chemical changes.\nBaking cookies is a chemical change. But water evaporating from a puddle is not.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is C.",
+    "1626": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of an ear of corn is 12 ounces.\n12 pounds and 12 tons are both too heavy.\n The answer is C.",
+    "1628": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the bat star.There is one path matter can take from the sea otter to the bat star: sea otter->orca->bat star. There is one path matter can take from the sea cucumber to the bat star: sea cucumber->plainfin midshipman->bat star. There is one path matter can take from the phytoplankton to the bat star: phytoplankton->plainfin midshipman->bat star.\n The answer is B.",
+    "1632": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince other is not between the guide words occur - oil, it would not be found on that page.\n The answer is B.",
+    "1633": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "1637": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses an oxymoron, a joining of two seemingly contradictory terms.\nOld news is a contradiction, because news is recent information.\n The answer is B.",
+    "1640": "Assistant: SOLUTION: Sacramento is the capital of California.\n The answer is A.",
+    "1650": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Laura Ellis is responsible for the decline in student performance and teacher morale. However, even though things declined after Ellis became vice president of the parent-teacher association, that doesn't necessarily mean that she caused the downturn. This illustrates a type of logical fallacy known as false causation.\n The answer is B.",
+    "1654": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of an eraser is 2 ounces.\n2 pounds and 2 tons are both too heavy.\n The answer is B.",
+    "1669": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is South America.\n The answer is C.",
+    "1672": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "1674": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n\nSOLUTION: To decide which four planets are the smallest, look at the volumes and compare the exponents. The volumes of Mercury, Venus, Earth, and Mars have the smallest exponents. So, these four planets are the smallest.\nThese four planets are made mainly of rock. So, of the four smallest planets, none are made mainly of gas.\n The answer is A.",
+    "1696": "Assistant: SOLUTION: Denver is the capital of Colorado.\n The answer is A.",
+    "1702": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nSOLUTION: The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.\n The answer is B.",
+    "1703": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nErosion caused by wind is a physical change. The wind carries away tiny pieces of rock. But the pieces of rock do not become a different type of matter.\nIce melting in a cup is a change of state. So, it is a physical change. The solid ice becomes liquid, but it is still made of water.\nThe links between atoms in the water molecules do not change. So, a different type of matter is not formed.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nIce melting is caused by heating. But erosion caused by wind is not.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is D.",
+    "1708": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nSOLUTION: The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a lot on her plate suggests that Scarlett has many responsibilities. If you have a lot on your plate, you are busy with many different obligations.\n The answer is A.",
+    "1714": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n\nSOLUTION: To determine how many boxes in the Punnett square represent offspring with a normal-sized body or a dwarf body, consider whether each phenotype is the dominant or recessive allele's version of the body size trait. The question tells you that the b allele, which is for a dwarf body, is recessive to the B allele, which is for a normal-sized body.\nA normal-sized body is the dominant allele's version of the body size trait. A rat with the dominant version of the body size trait must have at least one dominant allele for the body size gene. So, offspring with a normal-sized body must have the genotype BB or Bb.\nAll 4 boxes in the Punnett square have the genotype BB or Bb.\nA dwarf body is the recessive allele's version of the body size trait. A rat with the recessive version of the body size trait must have only recessive alleles for the body size gene. So, offspring with a dwarf body must have the genotype bb.\nThere are 0 boxes in the Punnett square with the genotype bb.\nSo, the expected ratio of offspring with a normal-sized body to offspring with a dwarf body is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with a normal-sized body. This cross is expected to never produce offspring with a dwarf body.\n The answer is B.",
+    "1717": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram.\nSOLUTION: The better estimate for the mass of an apple is 100 grams.\n100 kilograms is too heavy.\n The answer is A.",
+    "1719": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.\nSOLUTION: A penguin is a bird. It has feathers, two wings, and a beak.\nPenguins live near water. Penguins cannot fly! They use their wings to swim.\nA water buffalo is a mammal. It has hair and feeds its young milk.\nWater buffaloes live in Asia. Some people raise water buffaloes for their milk.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years.\nA poison dart frog is an amphibian. It has moist skin and begins its life in water.\nPoison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous.\n The answer is C.",
+    "1721": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nSOLUTION: The two bottles of water have the same mass but different temperatures. Since the 10\u00b0C bottle of water is colder than the 20\u00b0C bottle of water, it has less thermal energy.\n The answer is A.",
+    "1723": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nSOLUTION: The text uses a metaphor, comparing two things that are not actually alike without using like or as.\nThe metaphor the only light in the sea of darkness was the prospect of pursuing a new career suggests that there was a benefit to Alvin's job loss. A light would be beneficial in helping someone escape a dark, difficult-to-navigate situation. Similarly, Alvin's new career was beneficial in helping him escape the emotionally difficult experience of losing his job.\n The answer is A.",
+    "1729": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in past tense. You can tell because it uses a past-tense verb, invited. The verb ends in -ed and tells you about something that has already happened.\n The answer is A.",
+    "1738": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The second answer choice contains a vague pronoun reference. The pronoun it could refer to the memory card or the digital camera.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the card.\nEmma took the memory card out of the digital camera and put the card in her desk drawer.\n The answer is A.",
+    "1752": "Assistant: SOLUTION: Look at the table and images.\nClara wants broccoli. Harry wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is D.",
+    "1757": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion prodigal son is the Bible.\nIn a Biblical parable, the prodigal son irresponsibly spends the inheritance given to him by his father. When he returns home, he expects to be shamed, but his father forgives him.\nThe allusion prodigal son means a person who behaves recklessly but later makes a repentant return.\n The answer is B.",
+    "1760": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA stretchy object gets longer when you pull on it. The dill pickles are not stretchy.\nA lemon has a sour taste. Both objects are sour.\nThe property that both objects have in common is sour.\n The answer is A.",
+    "1762": "Assistant: SOLUTION: The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.\n The answer is C.",
+    "1765": "Assistant: SOLUTION: The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.\n The answer is B.",
+    "1769": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in present tense. You can tell because it uses a present-tense verb, needs. The verb ends in -s and tells you about something that is true or happening now.\n The answer is B.",
+    "1773": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait.\n The answer is A.",
+    "1774": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is B.",
+    "1779": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.\nSOLUTION: Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.\n The answer is A.",
+    "1784": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nA piece of a pear turning brown is a chemical change. The substances in the pear react with oxygen in the air and turn into a different type of matter.\nIf you scrape off the brown part of the pear, the inside will still be white. The inside hasn't touched the air. So the chemical change hasn't happened to that part of the pear.\nAcid rain weathering a marble statue is a chemical change. The acid rain reacts with the outside of the statue and breaks it down into a different type of matter. This new matter is then washed away by the rain. Acid rain is a type of pollution. It forms when smoke from automobiles and factories mixes with water in clouds.\nAcid rain is a type of pollution. It forms when automobiles and factories release smoke containing sulfur or nitrogen. Some of these chemicals react with water in the atmosphere. The reaction forms droplets of water that can fall back to the ground as acid rain.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is A.",
+    "1803": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.\nSOLUTION: Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.\n The answer is C.",
+    "1816": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Omnivores are consumers that eat both producers and other consumers. So, an omnivore has arrows pointing to it from at least one producer and at least one consumer.\nThe silver maple does not have any arrows pointing to it. So, the silver maple is not an omnivore.\nThe beaver has an arrow pointing to it from the silver maple, which is a producer. The beaver also has an arrow pointing to it from the swallowtail caterpillar, which is a consumer. The beaver eats a producer and a consumer, so it is an omnivore.\nThe black bear has only one arrow pointing to it. This arrow starts from the persimmon tree, which is a producer. So, the black bear is a consumer but not an omnivore.\nThe pine vole has an arrow pointing to it from the persimmon tree, which is a producer. The pine vole also has an arrow pointing to it from the swallowtail caterpillar, which is a consumer. The pine vole eats a producer and a consumer, so it is an omnivore.\nThe gray fox has two arrows pointing to it. These arrows start from the swallowtail caterpillar and the pine vole, which are both consumers. So, the gray fox is a consumer but not an omnivore.\n The answer is D.",
+    "1829": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction after.\nAfter a parrotfish eats algae-covered coral, the coral travels through the fish's digestive system, and then it is deposited in the reef as white coral sand.\n The answer is A.",
+    "1848": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nPlants making food is a chemical change. Plants use energy from sunlight to change air and water into food. The food is sugar. Sugar is a different type of matter than air or water.\nMetal turning less shiny over time is called tarnishing. A penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is B.",
+    "1857": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nAn opaque object does not let light through. All four objects are opaque.\nA fragile object will break into pieces if you drop it. The paper, the silver ring, and the binder are not fragile.\nA smooth object is not scratchy or rough. The paper and the silver ring are not smooth.\nThe property that all four objects have in common is opaque.\n The answer is A.",
+    "1874": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.\nSOLUTION: The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.\n The answer is B.",
+    "1878": "Assistant: LECTURE: An object's velocity describes its speed and its direction.\nAn object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:\nmoving in a straight line at a constant speed, or\nremaining motionless.\nIf an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:\nspeeding up,\nslowing down, or\nchanging direction.\nSOLUTION: The mango is motionless. So, the mango has a constant velocity.\n The answer is A.",
+    "1879": "Assistant: SOLUTION: Look at the table and images.\nReid wants broccoli. Daniel wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is C.",
+    "1883": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nSOLUTION: Look at the object.\nThink about each property.\nA fragile object will break into pieces if you drop it. The ceramic mug is fragile.\nA flexible object can be folded or bent without breaking easily. The ceramic mug is not flexible.\n The answer is B.",
+    "1888": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Hampton College is better than Greenpoint University because Hampton College receives more applications. However, the popularity of a school does not necessarily indicate its quality. This illustrates a type of logical fallacy known as the bandwagon fallacy.\n The answer is C.",
+    "1891": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: Circles the date on her wall calendar is a sentence fragment. It is missing a subject.\n The answer is B.",
+    "1894": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of a human front tooth is 14 millimeters.\n14 centimeters, 14 meters, and 14 kilometers are all too long.\n The answer is B.",
+    "1907": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait.\n The answer is B.",
+    "1908": "Assistant: LECTURE: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you.\nSOLUTION: Nicole's foot is pushing on the gas pedal. So, Newton's third law tells you that the gas pedal is pushing on Nicole's foot.\n The answer is B.",
+    "1914": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "1916": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA lemon has a sour taste. Both objects are sour.\nBlue is a color.\nThis color is blue. The dill pickles are not blue.\nThe property that both objects have in common is sour.\n The answer is A.",
+    "1921": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. Minnie's observable version of the whisker type trait is straight whiskers. So, Minnie's phenotype for the whisker type trait is straight whiskers.\n The answer is B.",
+    "1926": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "1936": "Assistant: LECTURE: A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.\nSOLUTION: The direction of the pull is toward the sled dog team.\n The answer is B.",
+    "1939": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that all seafood restaurants are overpriced. However, even though one seafood restaurant was overpriced, that doesn't necessarily mean that all seafood restaurants are overpriced. This illustrates a type of logical fallacy known as a hasty generalization.\n The answer is A.",
+    "1940": "Assistant: SOLUTION: This state is Indiana.\n The answer is D.",
+    "1941": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince wealthy is between the guide words wand - what, it would be found on that page.\n The answer is A.",
+    "1948": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is simple. It is a single independent clause.\nDuring last night's thunderstorm, a flurry of tiny hailstones danced across the roof of our house.\n The answer is C.",
+    "1949": "Assistant: LECTURE: Humans have invented many ways to use natural resources. We use energy from natural resources in our daily activities, including cooking food, moving objects, and powering machines.\nSome ways of using natural resources for energy add to air pollution, and others do not.\nWood, oil, and coal are examples of natural resources that are fuels. Burning a fuel provides energy. But it also releases chemicals that can be harmful to our health and to the environment. These chemicals add to air pollution.\nSunlight, wind, and water are natural resources that can provide energy. Using energy from the Sun, wind, or water does not burn material. These uses of energy do not release chemicals that add to air pollution.\n The answer is C.",
+    "1950": "Assistant: SOLUTION: Look at the map.\nThe map shows that Christianity and Judaism originated in the same region of the world. This region is the Middle East.\n The answer is B.",
+    "1951": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is South America.\n The answer is D.",
+    "1952": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.\nSOLUTION: Look at the picture of the scarlet macaw.\nThe scarlet macaw has a thick hooked beak. Its beak is adapted to crack large, hard nuts. The scarlet macaw uses its thick beak to crack the shell of a nut by squeezing it. The hooked shape of the beak can help the bird hold the nut in place while cracking it.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe African gray parrot has a thick hooked beak. Its beak is adapted to crack large, hard nuts.\nThe white-tipped sicklebill has a long, thin, curved beak. Its beak is not adapted to crack large, hard nuts. The white-tipped sicklebill uses its beak to drink nectar out of long flowers.\n The answer is A.",
+    "1955": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.\n The answer is C.",
+    "1974": "Assistant: SOLUTION: The colony is Maryland.\n The answer is A.",
+    "1976": "Assistant: SOLUTION: Trenton is the capital of New Jersey.\n The answer is D.",
+    "1977": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.\nSOLUTION: The best estimate for the volume of a watering can is 24 cups.\n24 fluid ounces is too little and 24 gallons is too much.\n The answer is A.",
+    "1979": "Assistant: SOLUTION: Santa Fe is the capital of New Mexico.\n The answer is B.",
+    "1985": "Assistant: LECTURE: A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object.\nSOLUTION: Look for the stroller that is heavier.\nA stroller holding a kid that weighs 27 pounds is heavier than a stroller holding a kid that weighs 26 pounds. So, the stroller holding the kid that weighs 27 pounds needs to be pushed with a larger force to start moving forward at the same speed as the other other stroller.\n The answer is A.",
+    "2005": "Assistant: LECTURE: The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.\n The answer is C.",
+    "2007": "Assistant: LECTURE: Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n\nSOLUTION: Sphalerite has all the properties of a mineral. So, sphalerite is a mineral.\n The answer is B.",
+    "2009": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nSOLUTION: All three cups of black tea have the same mass but different temperatures. Since the 154\u00b0F cup of black tea is the coldest, it has the least thermal energy.\n The answer is B.",
+    "2015": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A Eurasian beaver's scientific name is Castor fiber.\nOvis canadensis does not have the same scientific name as a Eurasian beaver. So, Castor fiber and Ovis canadensis are not in the same species.\nLontra canadensis does not have the same scientific name as a Eurasian beaver. So, Castor fiber and Lontra canadensis are not in the same species.\nCastor fiber has the same scientific name as a Eurasian beaver. So, these organisms are in the same species.\n The answer is A.",
+    "2018": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun she could refer to Mrs. Chapman or her assistant.\nMrs. Chapman informed her assistant that she had to book a flight to Seoul immediately.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nMrs. Chapman told her assistant to book a flight to Livingston immediately.\n The answer is A.",
+    "2028": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A snowy owl's scientific name is Bubo scandiacus.\nPelecanus erythrorhynchos does not have the same scientific name as a snowy owl. So, Bubo scandiacus and Pelecanus erythrorhynchos are not in the same species.\nArdea herodias does not have the same scientific name as a snowy owl. So, Bubo scandiacus and Ardea herodias are not in the same species.\nBubo scandiacus has the same scientific name as a snowy owl. So, these organisms are in the same species.\n The answer is A.",
+    "2037": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nAn opaque object does not let light through. The trombone and the wooden ruler are opaque, but the glass flask is not.\nYou can see clearly through a transparent object. All three objects are transparent.\nA flexible object can be folded or bent without breaking easily. The trombone is flexible, but the wooden ruler is not.\nThe property that all three objects have in common is transparent.\n The answer is B.",
+    "2038": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince width is between the guide words whoop - wren, it would be found on that page.\n The answer is B.",
+    "2045": "Assistant: LECTURE: The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury\nSOLUTION: The ad appeals to logos, or reason. It uses a graph to display information and uses specific figures (20% lighter).\n The answer is C.",
+    "2051": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.\nSOLUTION: The two bananas are made of the same material and have the same mass. So, the banana with less thermal energy has a lower temperature.\n The answer is A.",
+    "2055": "Assistant: SOLUTION: The colony is Rhode Island.\n The answer is B.",
+    "2073": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A keel-billed toucan is a bird. It has feathers, two wings, and a beak.\nToucans have large beaks. A toucan's beak can be half as long as its body.\nA gray wolf is a mammal. It has fur and feeds its young milk.\nWolves often live in family groups. A wolf mother, father, and their children travel together.\n The answer is A.",
+    "2078": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nSOLUTION: The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a fish out of water suggests that Luca felt out of place. A fish out of water is someone out of his or her usual, comfortable environment.\n The answer is A.",
+    "2081": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of a cement truck is 20 tons.\n20 ounces and 20 pounds are both too light.\n The answer is A.",
+    "2095": "Assistant: SOLUTION: The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.\n The answer is B.",
+    "2098": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.\nSOLUTION: A tent is a solid. You can fold a tent or spread it out. But it will still have a size and shape of its own.\nWet paint is a liquid. A liquid takes the shape of any container it is in. If you pour wet paint out of a can, the paint will change shape. But the wet paint will still take up the same amount of space.\nThe air inside a balloon is a gas. A gas expands to fill a space. The air inside a balloon expands to fill all the space in the balloon. If the balloon pops, the air will expand to fill a much larger space.\n The answer is C.",
+    "2107": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of a sofa is 3 meters.\n3 millimeters and 3 centimeters are too short. 3 kilometers is too long.\n The answer is D.",
+    "2110": "Assistant: SOLUTION: According to the Tenth Amendment, the powers not listed in the Constitution are held by the state governments. The amendment says that the powers not given to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people.\n The answer is B.",
+    "2122": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince bright is not between the guide words believe - burrow, it would not be found on that page.\n The answer is B.",
+    "2125": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nSOLUTION: The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a lot on her plate suggests that Barbara has many responsibilities. If you have a lot on your plate, you are busy with many different obligations.\n The answer is A.",
+    "2126": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The second text uses ironic in its traditional sense: contrary to what was intended, often in an amusing way. It's ironic because Dale tried to get away from the snow but found himself in a snowstorm regardless.\nLast winter, Dale took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.\nThe first text uses ironic in its nontraditional sense: marked by coincidence. It was a coincidence that Dale's friends were in Florida the week before.\nLast winter, Dale took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.\nMost style guides recommend to avoid using the nontraditional sense of the word ironic because it is generally considered incorrect.\n The answer is A.",
+    "2129": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.\n The answer is A.",
+    "2138": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Rebecca must watch reality television, because her sister watches reality television. However, even though Rebecca's sister watches reality television, that doesn't necessarily mean that Rebecca does, too. This illustrates a type of logical fallacy known as guilt by association.\n The answer is A.",
+    "2141": "Assistant: LECTURE: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.\nSOLUTION: Several countries in the Middle East decided to pump less oil from their oil wells. Oil is often made into gasoline. So, the supply of gasoline went down.\n The answer is B.",
+    "2147": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.\n The answer is B.",
+    "2148": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.\nSOLUTION: Look at the picture of the Alexandrine parakeet.\nThe Alexandrine parakeet has a thick hooked beak. Its beak is adapted to crack large, hard nuts. The Alexandrine parakeet uses its thick beak to crack the shell of a nut by squeezing it. The hooked shape of the beak can help the bird hold the nut in place while cracking it.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe scarlet macaw has a thick hooked beak. Its beak is adapted to crack large, hard nuts.\nThe bald ibis has a long, thin beak. Its beak is not adapted to crack large, hard nuts. The bald ibis uses its beak to eat snails.\n The answer is B.",
+    "2149": "Assistant: LECTURE: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells.\nSOLUTION: Smelly is a property. A smelly material has a strong smell.\nLook at each picture, one at a time. Imagine smelling the material shown in each picture.\nOf the choices, the toothpaste would smell more. Toothpaste has a strong smell.\n The answer is A.",
+    "2152": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is A.",
+    "2158": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\n The answer is C.",
+    "2163": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.\n The answer is C.",
+    "2165": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.\nSOLUTION: Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.\n The answer is C.",
+    "2173": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is A.",
+    "2186": "Assistant:\n The answer is C.",
+    "2189": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "2194": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of a drinking straw is 10 inches.\n10 feet, 10 yards, and 10 miles are all too long.\n The answer is A.",
+    "2205": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Bert sat down on the rickety old chair, it abruptly collapsed beneath him.\n The answer is A.",
+    "2210": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.\n The answer is A.",
+    "2221": "Assistant: LECTURE: A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert.\nSOLUTION: There is a sentence fragment that does not express a complete thought.\nAt the conclusion of the War of 1812, the youngest general in the army was Winfield Scott. Whose tactical methods and regulations came to define the U.S. Army for most of the nineteenth century.\nHere is one way to fix the sentence fragment:\nAt the conclusion of the War of 1812, the youngest general in the army was Winfield Scott, whose tactical methods and regulations came to define the U.S. Army for most of the nineteenth century.\n The answer is A.",
+    "2224": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Dolly's genotype for the coat graying gene is gg. Dolly's genotype of gg has only g alleles. The g allele is for not having a graying coat. So, Dolly's phenotype for the coat graying trait must be not having a graying coat.\nTo check this answer, consider whether Dolly's alleles are dominant or recessive. The allele for having a graying coat (G) is dominant over the allele for not having a graying coat (g). This means G is a dominant allele, and g is a recessive allele.\nDolly's genotype of gg has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Dolly's phenotype for the coat graying trait must be not having a graying coat.\n The answer is A.",
+    "2239": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that larger houses lead to longer lives. However, the size of a house is not necessarily related to the length of a person's life. This illustrates a type of logical fallacy known as a false causation.\n The answer is A.",
+    "2244": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun they could refer to the antique vases or the tables.\nThe manager put the antique vases on these tables to show that they are reserved.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nTo show that these tables are reserved, the manager put the antique vases on them.\n The answer is A.",
+    "2255": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Lacey is intelligent because she's smart. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning.\n The answer is B.",
+    "2259": "Assistant: SOLUTION: This country is Jamaica.\n The answer is A.",
+    "2260": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that President Townsend is an effective communicator because he communicates well. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning.\n The answer is B.",
+    "2269": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nSOLUTION: The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction until.\nUncle Kendrick will keep snoring until he rolls over onto his stomach.\n The answer is A.",
+    "2274": "Assistant: SOLUTION: The colony is New Hampshire.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.\n The answer is C.",
+    "2286": "Assistant: LECTURE: A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nSOLUTION: The temperature of each vial increased, which means that the thermal energy of each vial increased. So, thermal energy was transferred from the surroundings to each vial.\n The answer is A.",
+    "2289": "Assistant:\n The answer is C.",
+    "2292": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. Algernon has two alleles for brown fur (f). So, Algernon's genotype for the fur color gene is ff.\n The answer is B.",
+    "2297": "Assistant: LECTURE: To stay alive, animal cells must get water and oxygen. Animal cells also produce carbon dioxide, a waste that must be removed. An animal's respiratory and circulatory systems work together to do these jobs.\nAn animal's respiratory system is made up of organs that work together to bring in oxygen gas from the environment. The respiratory system also removes carbon dioxide gas from the animal's body. Some animals have lungs to exchange oxygen and carbon dioxide with the air. Other animals have gills to exchange oxygen and carbon dioxide with water.\nAn animal's circulatory system is made up of organs that work together to move blood through its body. The heart pumps blood through blood vessels throughout the body. As blood moves through blood vessels, it delivers oxygen, nutrients from food, and water to cells. Blood also absorbs waste, including carbon dioxide. When the blood is pumped into the lungs or gills, it releases carbon dioxide and absorbs oxygen.\nSOLUTION: The circulatory system brings oxygen, nutrients, and water to cells. It also helps remove carbon dioxide waste.\nThe circulatory system does not break down food into small pieces. This job is done by the digestive system. After the digestive system breaks down food, blood vessels in the intestines absorb the nutrients from the food. The blood then carries the nutrients to cells throughout the body.\n The answer is A.",
+    "2307": "Assistant:\n The answer is C.",
+    "2308": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed.\nSOLUTION: Look at the distance each motorboat moved and the time it took to move that distance. The direction each motorboat moved does not affect its speed.\nNotice that each motorboat moved for 10 hours. The motorboat that moved 150 miles moved the shortest distance in that time. So, that motorboat must have moved at the lowest speed.\n The answer is B.",
+    "2309": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince twine is between the guide words tarpaulin - transport, it would be found on that page.\n The answer is A.",
+    "2317": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is C.",
+    "2321": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nThe windiest months on Mount Everest are November, December, and January.\nThis passage tells you about the usual wind patterns on Mount Everest. It does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is A.",
+    "2327": "Assistant: LECTURE: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it.\nSOLUTION: Flexible is a property. A flexible material can be bent without breaking easily.\nLook at each picture, one at a time. Imagine bending the material shown in each picture.\nOf the choices, the wool sweater is more flexible. If you bend wool, it will not break.\n The answer is B.",
+    "2328": "Assistant: SOLUTION: Harrisburg is the capital of Pennsylvania.\n The answer is B.",
+    "2332": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.\n The answer is A.",
+    "2343": "Assistant: SOLUTION: Arianna wanted broccoli in her lunch and Clarence was hoping for tomatoes. Look at the labeled part of the images.\nArianna has tomatoes. Clarence has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is B.",
+    "2347": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.\nSOLUTION: The water in a glass is a liquid. A liquid takes the shape of any container it is in.\nIf you pour water from a glass into a different container, the water will take the shape of that container. But the water will still take up the same amount of space.\n The answer is C.",
+    "2349": "Assistant: LECTURE: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read?\nSOLUTION: The writer could best improve his or her organization by reordering sentences to keep related ideas together.\nFor example, the writer could move the underlined sentences to follow the ideas more clearly.\nI discovered my passion shortly after my freshman year. That summer, at my parents' suggestion, I attended a weeklong seminar sponsored by a local university. Although I was nervous about being the only high school student, I stretched myself and learned a lot. Through the seminar, I mastered the basics of reporting and feature writing. The following summer, I took a creative writing workshop and completed several short stories. In my school's creative writing class this year, I am sharing my stories with others and receiving helpful critiques to improve my craft.\n The answer is C.",
+    "2355": "Assistant: SOLUTION: Albany is the capital of New York.\n The answer is D.",
+    "2360": "Assistant: LECTURE: In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes\nSOLUTION: Bertholletia excelsa is a plant. Plants are made up of many cells.\n The answer is B.",
+    "2366": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Kiera wants or needs:\nKiera will give up the chance to look at the fir tree. She thinks it would have looked more beautiful than the crocuses.\n The answer is B.",
+    "2368": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n\nSOLUTION: To decide which planets are larger than Earth, look at the volumes and compare the exponents. The volumes of Jupiter, Saturn, Uranus, and Neptune have the largest exponents. So, these planets are larger than Earth.\nJupiter and Saturn are the largest planets in our solar system. Together, they make up more than 90% of the mass of the solar system.\n The answer is B.",
+    "2369": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to cook. Instead, many people learn how to cook. So, cooking is an acquired trait.\n The answer is B.",
+    "2372": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the flamboyant cuttlefish.\nThe flamboyant cuttlefish has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the flamboyant cuttlefish is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe opalescent nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators.\nThe lichen katydid has green and white patches on its body. Its skin is not adapted to be a warning sign that wards off predators.\n The answer is B.",
+    "2380": "Assistant: LECTURE: Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.\nSOLUTION: To describe the average precipitation trends in Singapore, look at the graph.\nChoice \"Jan\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Sep\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"Nov\" is incorrect.\nChoice \"Dec\" is incorrect.\nNovember, December, and January each have over 200 millimeters of precipitation.\n The answer is A.",
+    "2382": "Assistant: LECTURE: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!\nSOLUTION: The properties of scoria match the properties of a rock. So, scoria is a rock.\n The answer is A.",
+    "2383": "Assistant: SOLUTION: Columbus is the capital of Ohio.\n The answer is B.",
+    "2384": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.\nSOLUTION: Look at the picture of the gray heron.\nLong legs help the gray heron keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe painted stork has long, thin legs. Its legs are adapted for wading.\nThe common kingfisher has short legs. Its legs are not adapted for wading. The common kingfisher uses its legs to walk and perch.\n The answer is B.",
+    "2388": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Paula wants or needs:\nPaula will spend more ride tickets on the scorpion than she would have spent on the flying bobsled.\n The answer is B.",
+    "2391": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.\n The answer is A.",
+    "2392": "Assistant: LECTURE: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you.\nSOLUTION: The fridge magnet is pulling on the paper clip. So, Newton's third law tells you that the paper clip is pulling on the fridge magnet.\n The answer is A.",
+    "2395": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Kansas is farthest south.\n The answer is A.",
+    "2400": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.\n The answer is A.",
+    "2401": "Assistant: SOLUTION: This country is Saint Vincent and the Grenadines.\n The answer is A.",
+    "2406": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.\nSOLUTION: The best estimate for the volume of a mustard bottle is 9 fluid ounces.\n9 cups and 9 gallons are both too much.\n The answer is C.",
+    "2413": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is B.",
+    "2418": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence.\n The answer is B.",
+    "2423": "Assistant: LECTURE: A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping.\nSOLUTION: The second sentence states a fact.\nLandslides are caused by many factors, including earthquakes, storms, and volcanic eruptions, and they can occur in any U.S. state.\nIt can be proved by looking up information about landslides.\nThe first sentence states an opinion.\nTornadoes are scarier than other natural disasters like earthquakes, hurricanes, and volcanic eruptions.\nScarier shows what a person believes, thinks, or feels. Another person might have a different opinion about which natural disaster is scarier.\n The answer is A.",
+    "2429": "Assistant: LECTURE: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group.\nSOLUTION: To decide if an animal is part of a group, look at the traits of the group.\nBirds have the following traits:\nThey have feathers.\nThey have wings.\nThey have a beak.\nThey make eggs with shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA Galapagos giant tortoise has the following traits:\nIt has scaly, waterproof skin.\nIt makes eggs with shells.\nA Galapagos giant tortoise does not have all of the traits of a bird. A Galapagos giant tortoise is a reptile.\nA common loon has the following traits:\nIt has feathers.\nIt has wings.\nIt has a beak.\nIt makes eggs with shells.\nA common loon has the traits of a bird. A common loon is a bird.\n The answer is B.",
+    "2432": "Assistant: LECTURE: Words are made up of syllables. Two kinds of syllables are closed and open.\nA closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.\ndesk: short e\nkit / ten: short i / short e\nAn open syllable ends with one vowel. It usually has a long vowel sound.\ngo: long o\nhe / ro: long e / long o\nSome open syllables end with y. The y makes a long e sound or a long i sound.\nsky: long i\nba / by: long a / long e\nSOLUTION: The word he ends with a consonant and has a short vowel sound. So, it has a closed syllable.\n The answer is A.",
+    "2452": "Assistant: LECTURE: Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader.\nSOLUTION: From across the room, Uncle Devin's laughter was booming thunder.\nThe words laughter and thunder are compared without the word like or as. So, the sentence uses a metaphor.\n The answer is B.",
+    "2460": "Assistant: SOLUTION: This country is Papua New Guinea.\nWhy does Papua New Guinea share its island with another country?\nPapua New Guinea takes up the eastern half of the island of New Guinea. The western half is part of Indonesia, an Asian country.\nBeginning in the 17 th century, several countries took control of different parts of the island of New Guinea. By 1922, Australia controlled the entire eastern half of the island, and the Netherlands controlled the western half. In 1963, control over the western half was transferred to Indonesia, which had just gained independence from the Netherlands. Many people in western New Guinea did not want to become part of Indonesia, though, and some people in this area are still fighting to leave Indonesia today. The eastern part gained independence from Australia in 1975 and became Papua New Guinea.\n The answer is B.",
+    "2473": "Assistant: SOLUTION: Salem is the capital of Oregon.\n The answer is A.",
+    "2479": "Assistant: LECTURE: A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.\nSOLUTION: The direction of the pull is toward the pliers.\nThe pliers are the source of the pull. Without the pliers, the pull would not exist.\n The answer is A.",
+    "2481": "Assistant: SOLUTION: Richmond is the capital of Virginia.\n The answer is D.",
+    "2486": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in present tense. You can tell because it uses a present-tense verb, wait. The verb tells you about something that is true or happening now.\n The answer is B.",
+    "2494": "Assistant: LECTURE: Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds.\nSOLUTION: The words hope and rope rhyme. They both end with the ope sound.\nThe word nose does not rhyme. It ends with a different sound.\n The answer is C.",
+    "2499": "Assistant: SOLUTION: Annapolis is the capital of Maryland.\n The answer is C.",
+    "2500": "Assistant: LECTURE: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving.\nSOLUTION: Complete the sentence with the word asleep. It describes the machines as if they were people who are sleeping.\n The answer is B.",
+    "2502": "Assistant: SOLUTION: Jefferson City is the capital of Missouri.\n The answer is C.",
+    "2510": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of a rowboat is 4 yards.\n4 inches and 4 feet are too short. 4 miles is too long.\n The answer is C.",
+    "2513": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer.\nSOLUTION: The better estimate for the length of a parking space is 6 meters.\n6 centimeters is too short.\n The answer is A.",
+    "2523": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "2531": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nRust forming on a bike frame is a chemical change. Oxygen in the air reacts with iron in the bike frame. The outside of the frame turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.\nA penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull and gives it a reddish-brown color.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is A.",
+    "2538": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude.\n The answer is B.",
+    "2539": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Ivan wants or needs:\nIvan will give up the chance to be in the Theater Club. He would have had more fun in the Theater Club than in the Photography Club.\n The answer is A.",
+    "2548": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. Gale has two alleles for blue body feathers (b). So, Gale's genotype for the body feather color gene is bb.\n The answer is A.",
+    "2551": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses onomatopoeia, a word that expresses a sound.\nPlop represents the sound of the phone landing in the toilet.\n The answer is A.",
+    "2552": "Assistant:\n The answer is A.",
+    "2566": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nBoth poles of each magnet line up with both poles of the other magnet. The south pole of each magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.\n The answer is A.",
+    "2569": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Greenville College is better than Springtown University because Greenville College receives more applications. However, the popularity of a school does not necessarily indicate its quality. This illustrates a type of logical fallacy known as the bandwagon fallacy.\n The answer is B.",
+    "2574": "Assistant: SOLUTION: This country is Fiji.\n The answer is D.",
+    "2579": "Assistant: LECTURE: Evidence is information that tells you something happened.\nHow do you look for evidence of a change to Earth's surface?\nThere are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.\nHere are some examples of what the evidence for different changes might be:\nCause of the change | Evidence of the change\nearthquake | cracks in the ground; houses with broken walls and roofs\nvolcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground\nerosion | a canyon with a river flowing through it; a river carrying sand and mud\nBe careful when you are looking for evidence!\nA picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!\nFor example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.\n The answer is A.",
+    "2584": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is B.",
+    "2585": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence tells about something, and it ends with a period. It is a declarative sentence.\n The answer is A.",
+    "2588": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince clever is between the guide words cheese - cover, it would be found on that page.\n The answer is A.",
+    "2595": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nSOLUTION: The table tells you that there are five planets larger than Venus: Earth, Jupiter, Saturn, Uranus, and Neptune. There are eight planets total. Five-eighths is less than three-quarters. So, five-eighths of the planets are larger than Venus.\n The answer is A.",
+    "2597": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nYouth would be an ideal state if it came a little later in life at first appears to be contradictory, as youth and old age are opposites. However, it contains some truth: people often look back on their youth with nostalgia, and think that if they could live it over again, they would do things differently.\n The answer is B.",
+    "2604": "Assistant: LECTURE: Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.\nSOLUTION: In this experiment, Susan investigated whether adding worms to compost containers affects how well food breaks down. The containers that did not get worms did not have the opportunity to get better at breaking down food. So, they were part of a control group.\n The answer is A.",
+    "2621": "Assistant: SOLUTION: Look at the passage. It tells you what instrument Yo-Yo Ma plays.\nYo-Yo Ma is a famous cello player. He makes beautiful music. Yo-Yo's name comes from the Chinese word yo, which means \"friendly.\" Yo-Yo's parents were from China. His mother was a singer, and his father was a music teacher.\n The answer is B.",
+    "2624": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA smooth object is not scratchy or rough. All four objects are smooth.\nA flexible object can be folded or bent without breaking easily. The ice hockey rink is not flexible.\nPotato chips have a salty taste. The ice hockey rink is not salty.\nThe property that all four objects have in common is smooth.\n The answer is C.",
+    "2626": "Assistant: SOLUTION: Denver is the capital of Colorado.\n The answer is B.",
+    "2634": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of ecosystems. Here are some ways in which these ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there\nSOLUTION: An estuary is a type of ecosystem. It has daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms.\nChoice 1 is an estuary ecosystem. It has daily flooding and draining of seawater.\nChoice 2 is a freshwater ecosystem. It is not a saltwater ecosystem.\n The answer is B.",
+    "2638": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.\nSOLUTION: A rubber balloon is a solid. A solid has a size and shape of its own.\nThe rubber balloon can be stretched. But it still has a size and shape of its own.\n The answer is C.",
+    "2644": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n\nSOLUTION: To determine if this statement is true, calculate the value of ten times the volume of Mercury.\nThen compare the result to the volume of Mars. The volume of Mars is 1.63 x 10^11 km^3, which is less than 6.08 x 10^11 km^3. So, the volume of Mars is less than ten times as large as Mercury's.\n The answer is B.",
+    "2660": "Assistant: SOLUTION: Annapolis is the capital of Maryland.\n The answer is D.",
+    "2675": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in future tense. You can tell because it uses will before the main verb, whisper. The verb tells you about something that is going to happen.\n The answer is B.",
+    "2677": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Australia.\n The answer is A.",
+    "2683": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux.\nSOLUTION: The source of the allusion Job is the Bible.\nIn the Bible, Job remains faithful and loyal to God, even after the unjust loss of his possessions, family, and health.\nThe allusion Job means someone who patiently endures adversity.\n The answer is A.",
+    "2690": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of a long-distance running race is 42 kilometers.\n42 millimeters, 42 centimeters, and 42 meters are all too short.\n The answer is A.",
+    "2699": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.\nQuinn is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years.\n The answer is D.",
+    "2704": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.\n The answer is A.",
+    "2712": "Assistant: LECTURE: Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.\nSedimentary rock is formed when layers of sediment are pressed together to make rock. This type of change occurs below Earth's surface.\nMetamorphic rock is formed when a rock is changed by heating and squeezing. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties.\nSOLUTION: Conglomerate is a sedimentary rock. Like other sedimentary rocks, it forms from layers of sediment.\nSand, mud, and pebbles are all types of sediment. They are deposited in places like riverbeds. Sediments like sand and mud usually build up in layers. Over time, the top layers press down on the bottom layers. Sedimentary rock can form when the bottom layers are pressed together to form rock.\n The answer is A.",
+    "2715": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nMaking paper from wood is a chemical change. Paper is made by mixing tiny pieces of wood with special chemicals. The wood reacts with the chemicals to form pulp. Wood and pulp are different types of matter.\nRoasting a marshmallow is a chemical change. The type of matter on the outside of the marshmallow changes. As a marshmallow is roasted, it turns brown and crispy.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nRoasting is caused by heating. But making paper from wood is not.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is B.",
+    "2716": "Assistant: SOLUTION: This country is Jamaica.\n The answer is B.",
+    "2722": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is B.",
+    "2725": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in future tense. You can tell because it uses will before the main verb, pitch. The verb tells you about something that is going to happen.\n The answer is C.",
+    "2731": "Assistant: LECTURE: A pure substance is made of only one type of matter.\nA mixture is made of two or more types of matter mixed together.\n The answer is A.",
+    "2737": "Assistant: SOLUTION: Janet wanted broccoli in her lunch and Kari was hoping for tomatoes. Look at the labeled part of the images.\nJanet has tomatoes. Kari has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is D.",
+    "2740": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A desert is a type of ecosystem. It has a small amount of rain, dry, thin soil, and many different types of organisms.\nChoice 1 is a desert ecosystem. It is dry and is home to many different types of organisms.\nChoice 2 is a water ecosystem. It is covered with water for most of the year. Soil in water ecosystems is usually rich in nutrients.\n The answer is A.",
+    "2741": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the golden dart frog.\nThe golden dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the golden dart frog is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe lionfish has venomous spines and brightly colored skin. Its skin is adapted to ward off predators.\nThe impala has yellow-brown fur. Its skin is not adapted to be a warning sign that wards off predators.\n The answer is A.",
+    "2742": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.\nSOLUTION: The two pieces of rope are made of the same material and have the same mass. So, the hotter piece of rope has more thermal energy.\n The answer is A.",
+    "2745": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.\nSOLUTION: The best estimate for the volume of a teakettle is 8 cups.\n8 fluid ounces is too little and 8 gallons is too much.\n The answer is C.",
+    "2756": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nSOLUTION: Look at the object.\nThink about each property.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The crayons are not translucent.\nA colorful object has one or more bright colors. The crayons are colorful.\n The answer is B.",
+    "2758": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nNot exactly a team player is an indirect way of saying that someone doesn't work well with others.\n The answer is B.",
+    "2759": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nSOLUTION: Look at the object.\nThink about each property.\nA bendable object can be bent without breaking. The soccer shorts are not bendable.\nA bouncy object will bounce back from the floor if you drop it. The soccer shorts are bouncy.\n The answer is B.",
+    "2760": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Humans are not born knowing how to drive a car. Instead, many people learn how to drive when they are older. So, driving is an acquired trait.\n The answer is A.",
+    "2763": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is B.",
+    "2764": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince police is between the guide words pageant - prevail, it would be found on that page.\n The answer is B.",
+    "2767": "Assistant: SOLUTION: The Great Depression was the most severe period of economic hardship in the 20 th century. It lasted for more than a decade.\n The answer is B.",
+    "2771": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "2779": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Iago's genotype for the body feather color gene is bb. Iago's genotype of bb has only b alleles. The b allele is for blue body feathers. So, Iago's phenotype for the body feather color trait must be blue body feathers.\nTo check this answer, consider whether Iago's alleles are dominant or recessive. The allele for blue body feathers (b) is recessive to the allele for green body feathers (B). This means B is a dominant allele, and b is a recessive allele.\nIago's genotype of bb has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Iago's phenotype for the body feather color trait must be blue body feathers.\n The answer is A.",
+    "2783": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "2785": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nMilk going sour is a chemical change. The type of matter in the milk slowly changes. The new matter that is formed gives the milk its sour taste.\nBaking a loaf of bread is a chemical change. The type of matter in the dough changes when it is baked. The dough turns into bread!\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBaking is caused by heating. But milk going sour is not.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is D.",
+    "2788": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nSOLUTION: Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.\n The answer is A.",
+    "2789": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.\n The answer is C.",
+    "2790": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the horned viper.\nThe horned viper has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Namaqua chameleon has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert.\nThe fire salamander has brightly colored skin. It is not adapted to be camouflaged in a sandy desert.\n The answer is A.",
+    "2791": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The first closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is A.",
+    "2792": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA slippery object is hard to hold onto or stand on. The building blocks and the silver ring are not slippery.\nA hard object does not change shape when pressed or squeezed. All three objects are hard.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The building blocks and the silver ring are shiny, but the tree bark is not.\nThe property that all three objects have in common is hard.\n The answer is C.",
+    "2795": "Assistant: SOLUTION: Des Moines is the capital of Iowa.\n The answer is B.",
+    "2796": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nHavana is the capital of Cuba. The winds there were blowing from the east last weekend.\nThe underlined part of the passage tells you about the wind direction in Havana last weekend. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is B.",
+    "2798": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses personification, giving human characteristics to nonhuman things.\nBrush grabbed describes the brush as if it were a person.\n The answer is A.",
+    "2800": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses an oxymoron, a joining of two seemingly contradictory terms.\nDefinite maybe is a contradiction, because definite describes something that is sure, and maybe refers to something that is unsure.\n The answer is B.",
+    "2814": "Assistant: LECTURE: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object.\nSOLUTION: To determine if there is a net force on the slice of pizza, look at the forces:\nQuinn is pulling the slice of pizza to the left with a force of 50 N.\nBrad is pulling the slice of pizza to the right with a force of 45 N.\nThe forces are in opposite directions, and the forces have different magnitudes: 50 N and 45 N. This means that the forces are unbalanced, so there is a net force on the slice of pizza.\n The answer is B.",
+    "2817": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nSOLUTION: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism your services will no longer be required means that the gardener is being fired.\n The answer is B.",
+    "2822": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nIt is 65\u00b0F in Jackie's backyard.\nThis passage tells you about the temperature in Jackie's backyard right now. It describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is A.",
+    "2827": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince purse is not between the guide words patriot - pleasant, it would not be found on that page.\n The answer is A.",
+    "2828": "Assistant: SOLUTION: Des Moines is the capital of Iowa.\n The answer is D.",
+    "2830": "Assistant: LECTURE: Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.\nSOLUTION: The prime meridian is the line at 0\u00b0 longitude. It intersects Africa. It does not intersect North America or Asia.\n The answer is C.",
+    "2839": "Assistant: SOLUTION: The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.\n The answer is C.",
+    "2845": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A reticulated python's scientific name is Python reticulatus.\nPython bivittatus does not have the same scientific name as a reticulated python. So, Python reticulatus and Python bivittatus are not in the same species.\nSciurus vulgaris does not have the same scientific name as a reticulated python. So, Python reticulatus and Sciurus vulgaris are not in the same species.\nPython reticulatus has the same scientific name as a reticulated python. So, these organisms are in the same species.\n The answer is B.",
+    "2857": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses factoid in its traditional sense: something made up presented as a true fact.\nAs a geneticist, Julie dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.\nThe second text uses factoid in its nontraditional sense: a trivial but true fact.\nAs a geneticist, Julie enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard.\n The answer is A.",
+    "2870": "Assistant: LECTURE: A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nSOLUTION: The temperature of each refrigerator increased, which means that the thermal energy of each refrigerator increased. So, thermal energy was transferred from the surroundings to each refrigerator.\n The answer is B.",
+    "2871": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of a sofa is 5 feet.\n5 inches is too short and 5 yards is too long.\n The answer is A.",
+    "2876": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed.\nSOLUTION: Look at the distance each ship moved and the time it took to move that distance. The direction each ship moved does not affect its speed.\nNotice that each ship moved for 5 hours. The ship that moved 190 kilometers moved the shortest distance in that time. So, that ship must have moved at the lowest speed.\n The answer is A.",
+    "2877": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.\nSOLUTION: Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.\n The answer is C.",
+    "2878": "Assistant: LECTURE: In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes\nSOLUTION: Asimina triloba is a plant. Plant cells can make their own food. Plant cells make food using photosynthesis.\n The answer is A.",
+    "2883": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.\nAnn is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years.\n The answer is A.",
+    "2886": "Assistant: LECTURE: Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.\n The answer is A.",
+    "2888": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\n The answer is C.",
+    "2900": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nIce melting in a cup is a change of state. So, it is a physical change. The solid ice becomes liquid, but it is still made of water.\nDew appearing on grass in the morning is a change of state. So, it is a physical change. Water vapor in the air touches the cool grass and becomes liquid.\nThe water vapor changes state to become dew, but it is still made of water. A different type of matter is not formed.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nIce melting is caused by heating. But dew appearing on the grass is not.\nBoth are caused by cooling.\nDew appears when water vapor in the air condenses into a liquid on the grass. This is caused by cooling. But ice melting in a cup is not.\n The answer is C.",
+    "2905": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A movie should be in italics.\nThe correct title is **My Brother the Pig**.\n The answer is B.",
+    "2908": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nThe Red Sea is a popular place for windsurfing. Wind speeds reached 30 miles per hour there on Thursday.\nThe underlined part of the passage tells you about the wind speed at the Red Sea on Thursday. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is B.",
+    "2921": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.\n The answer is C.",
+    "2923": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.\n The answer is C.",
+    "2929": "Assistant: LECTURE: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding.\nSOLUTION: A reason has a more positive connotation. A reason is a good argument. An excuse is usually not a good argument.\n The answer is B.",
+    "2933": "Assistant: SOLUTION: This country is Trinidad and Tobago.\n The answer is D.",
+    "2936": "Assistant: SOLUTION: Look at the table and images.\nBrandon wants broccoli. Derek wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is A.",
+    "2952": "Assistant: LECTURE: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving.\nSOLUTION: Complete the sentence with the word carelessly. It describes the wind as if it were a person who didn't care.\n The answer is B.",
+    "2956": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The first sentence is less formal. You can tell because it uses slang (awesome).\nThe second sentence uses formal language in place of the slang, so it is more formal overall.\n The answer is A.",
+    "2960": "Assistant: SOLUTION: Look at the table and images.\nConnor wants broccoli. Maura wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is C.",
+    "2969": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.\nSOLUTION: The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.\n The answer is A.",
+    "2971": "Assistant: LECTURE: Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.\nA line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures.\nSOLUTION: To describe the average temperature trends in Detroit, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Nov\" is incorrect.\nChoice \"Dec\" is incorrect.\nChoice \"Jan\" is incorrect.\nThe average temperatures in January and February are between 25\u00b0F and 30\u00b0F. These months have the lowest average temperatures of all of the months. So, they are the coolest months on average.\n The answer is A.",
+    "2976": "Assistant: LECTURE: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.\nSOLUTION: The population of Oak Grove fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Oak Grove has gone up. So, the supply of houses for sale probably went up, too.\n The answer is A.",
+    "2978": "Assistant: SOLUTION: This country is Saint Lucia.\n The answer is B.",
+    "2983": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.\n The answer is C.",
+    "2993": "Assistant: SOLUTION: This state is Nebraska.\n The answer is A.",
+    "2994": "Assistant: LECTURE: There is a surplus if there is too much for sale at a given price.\nThere is a shortage if there is not enough for sale at a given price.\nSurpluses and shortages usually happen when people who are selling goods or services charge too much or too little.\nWhen the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.\nWhen the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage.\nSOLUTION: At the current price, there are not enough jars of peanut butter for sale. There are 100 jars on the shelf, but 74 people want to buy a jar of peanut butter.\nSo, there is a shortage of peanut butter.\n The answer is B.",
+    "3004": "Assistant: LECTURE: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there\nSOLUTION: A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, Catoctin Mountain Park has cold, wet winters. It also has soil that is rich in nutrients.\n The answer is A.",
+    "3016": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A helmeted iguana is a reptile. It has scaly, waterproof skin.\nIguanas are a type of lizard. Iguanas eat plants and fruit.\nA clownfish is a fish. It lives underwater. It has fins, not limbs.\nClownfish live with animals called anemones. In the image of the clownfish, you can see the brown anemone surrounding the clownfish.\n The answer is B.",
+    "3020": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A common kestrel's scientific name is Falco tinnunculus. The first word of its scientific name is Falco.\nThis organism and the common kestrel are in the same genus and the same species! Both organisms have the same scientific name, Falco tinnunculus.\nFalco novaeseelandiae is in the genus Falco. The first word of its scientific name is Falco. So, Falco novaeseelandiae and Falco tinnunculus are in the same genus.\nArdea goliath is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea goliath and Falco tinnunculus are not in the same genus.\nHaliaeetus pelagicus is in the genus Haliaeetus. The first word of its scientific name is Haliaeetus. So, Haliaeetus pelagicus and Falco tinnunculus are not in the same genus.\n The answer is A.",
+    "3022": "Assistant: SOLUTION: The city is Los Angeles, California. New York City, Houston, and Atlanta are marked with gray circles on the map below.\n The answer is B.",
+    "3036": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.\n The answer is B.",
+    "3037": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nSOLUTION: All three glasses of water have the same mass but different temperatures. Since the 14\u00b0C glass of water is the coldest, it has the least thermal energy.\n The answer is B.",
+    "3041": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Decomposers help break down dead organisms into simpler matter, such as nutrients. These nutrients can then help plants and other organisms grow. In a food web, there is an arrow pointing from another organism to a decomposer. There are no arrows pointing from a decomposer to another organism.\nThe kelp bass has arrows pointing from it. So, the kelp bass is not a decomposer.\nThe bat star does not have arrows pointing from it to other organisms. So, the bat star is a decomposer.\nThe black rockfish has an arrow pointing from it. So, the black rockfish is not a decomposer.\nThe sea otter has an arrow pointing from it. So, the sea otter is not a decomposer.\nThe orca has an arrow pointing from it. So, the orca is not a decomposer.\n The answer is D.",
+    "3044": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.\nSOLUTION: The air inside a bubble is a gas. A gas expands to fill a space. The air inside a bubble fills all the space in the bubble. If the bubble pops, the air will expand to fill a much larger space.\nA piece of paper is a solid. You can fold a piece of paper. But it will still have a size and shape of its own.\nRain is a liquid. A liquid takes the shape of any container it is in. If you put rainwater into a bucket, the rainwater will take the shape of the bucket. But the rainwater will still take up the same amount of space.\n The answer is A.",
+    "3056": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nSOLUTION: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nThe hyperbole dinosaurs were still roaming the Earth suggests that Caleb hasn't cleaned his room in a very long time. He did not actually clean his room millions of years ago when dinosaurs existed.\n The answer is A.",
+    "3060": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\n The answer is B.",
+    "3064": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince even is between the guide words engineer - except, it would be found on that page.\n The answer is B.",
+    "3069": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.\n The answer is B.",
+    "3072": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "3077": "Assistant: LECTURE: To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.\nThe map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25\u00b0C up to -20\u00b0C. Areas that are the next darkest shade of blue have a temperature from -20\u00b0C up to -15\u00b0C.\nSOLUTION: Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.\n15\u00b0C.\n-24\u00b0C is within this range.\n-4\u00b0C and 3\u00b0C are outside of this range.\n The answer is A.",
+    "3088": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer.\nSOLUTION: The better estimate for the length of a hammer is 21 centimeters.\n21 kilometers is too long.\n The answer is B.",
+    "3089": "Assistant: SOLUTION: This country is Samoa.\n The answer is D.",
+    "3093": "Assistant: SOLUTION: Saint Paul is the capital of Minnesota.\n The answer is B.",
+    "3103": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Faustian bargain is literature.\nIn a play by Christopher Marlowe based on the legend of Faust, a man strikes a deal with the devil. Disregarding the long-term consequences of his actions, he sells his soul in exchange for power.\nThe allusion Faustian bargain means a compromise of one's values for personal gain.\n The answer is B.",
+    "3105": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.\nSOLUTION: Look at the picture of the rocking chair.\nThe rocking chair is made of two different materials. The legs are made of wood, and the back and seat are made of silk.\n The answer is B.",
+    "3107": "Assistant: SOLUTION: Montgomery is the capital of Alabama.\n The answer is A.",
+    "3109": "Assistant: LECTURE: When a scientist identifies a new organism, he or she chooses its scientific name.\nSometimes, an organism is named after the place where it was first found. Other times, an organism is named after the scientist who first identified it. Or, the scientific name might describe the organism's physical traits.\nMany of the words that make up scientific names are based on words from old languages, like Latin and classical Greek. Sometimes, English words are changed to make them sound more like Latin or Greek. The new words are then used in an organism's scientific name.\nSOLUTION: This organism's scientific name refers to Georgia O'Keeffe.\nThe word okeeffeae refers to Georgia O'Keeffe. So, this archosaur's scientific name is Effigia okeeffeae.\n The answer is A.",
+    "3110": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "3113": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "3115": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.\nSOLUTION: Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.\n The answer is C.",
+    "3118": "Assistant: LECTURE: A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.\nSOLUTION: Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe insect fossil is in a deeper layer in the rock sequence than the ginkgo leaf fossil. So, the insect fossil is most likely older than the ginkgo leaf fossil.\n The answer is B.",
+    "3123": "Assistant: SOLUTION: This state is Kansas.\n The answer is B.",
+    "3125": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the bear sedge.\nThe only arrow pointing to the Arctic fox starts from the collared lemming. The only arrow pointing to the collared lemming starts from the bear sedge. So, in this food web, matter does not move from the bear sedge to the Arctic fox.\nThe only arrow pointing to the barren-ground caribou starts from the lichen. The lichen does not have any arrows pointing to it. So, in this food web, matter does not move from the bear sedge to the barren-ground caribou.\nThe bilberry does not have any arrows pointing to it. So, in this food web, matter does not move from the bear sedge to the bilberry.\n The answer is C.",
+    "3132": "Assistant: SOLUTION: Salt Lake City is the capital of Utah.\n The answer is A.",
+    "3138": "Assistant: SOLUTION: This country is Dominica.\n The answer is B.",
+    "3141": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Rudy keeps his window closed because he once fell asleep with the window open and woke up with a migraine. However, this isn't necessarily true. For instance, Rudy could keep his window closed for other reasons. This illustrates a type of logical fallacy known as false causation.\n The answer is B.",
+    "3144": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Colorado is farthest south.\n The answer is A.",
+    "3147": "Assistant: LECTURE: In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.\nSOLUTION: Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 5 solute particles on the left side of the membrane and 7 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 6 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.\n The answer is B.",
+    "3153": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is A.",
+    "3156": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A Christmas tree worm's scientific name is Spirobranchus giganteus.\nNerodia clarkii does not have the same scientific name as a Christmas tree worm. So, Spirobranchus giganteus and Nerodia clarkii are not in the same species.\nSpirobranchus giganteus has the same scientific name as a Christmas tree worm. So, these organisms are in the same species.\nNerodia cyclopion does not have the same scientific name as a Christmas tree worm. So, Spirobranchus giganteus and Nerodia cyclopion are not in the same species.\n The answer is B.",
+    "3157": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses disinterested in its traditional sense: unbiased or impartial.\nAs a teacher of American history, Mr. Patton tries to remain disinterested when discussing controversial issues, giving equal attention and consideration to each major viewpoint.\nThe second text uses disinterested in its nontraditional sense: uninterested or indifferent.\nAs an experienced teacher of American history, Mr. Patton believes that playing history-based trivia games will revive even the most disinterested of students.\nMost style guides recommend to use the traditional sense of the word disinterested because it is considered more standard.\n The answer is B.",
+    "3168": "Assistant: LECTURE: In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or\nSOLUTION: Capitalize the first word, the last word, and every important word in between. The word express is not important, so it should not be capitalized.\nThe correct title is East Bay Express.\n The answer is B.",
+    "3174": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Colin wants or needs:\nColin will spend more time in the Photography Club than he would have spent in the Theater Club.\n The answer is B.",
+    "3185": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: An Indian rock python's scientific name is Python molurus.\nNerodia cyclopion does not have the same scientific name as an Indian rock python. So, Python molurus and Nerodia cyclopion are not in the same species.\nLacerta agilis does not have the same scientific name as an Indian rock python. So, Python molurus and Lacerta agilis are not in the same species.\nPython molurus has the same scientific name as an Indian rock python. So, these organisms are in the same species.\n The answer is A.",
+    "3187": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nSOLUTION: The text uses an idiom, an expression that cannot be understood literally.\nThe idiom the ball is in his court suggests that Richard needs to act next. In tennis, when the ball is in a player's court, it is that person's turn.\n The answer is A.",
+    "3193": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, the following statement describes the Eastern Siberian Taiga ecosystem: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has long, cold winters and short, cool summers. The following statements do not describe the Eastern Siberian Taiga: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has soil that is rich in nutrients. It has mostly small plants.\n The answer is C.",
+    "3196": "Assistant: SOLUTION: World War I was originally called the Great War.\nThe Great War started in Europe in 1914 and involved many countries. It was the first global war in history.\n The answer is A.",
+    "3197": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "3203": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Dwayne wants or needs:\nDwayne will spend more ride tickets on the spinning teacups than he would have spent on the scrambler.\n The answer is B.",
+    "3204": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nSOLUTION: The two glasses of apple juice have the same mass but different temperatures. Since the 5\u00b0C glass of apple juice is colder than the 10\u00b0C glass of apple juice, it has less thermal energy.\n The answer is A.",
+    "3205": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA rough object feels scratchy when you touch it. Both objects are rough.\nA stretchy object gets longer when you pull on it. The pineapple is not stretchy.\nThe property that both objects have in common is rough.\n The answer is A.",
+    "3210": "Assistant: LECTURE: Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the ip sound.\nThe words lake and make rhyme. They both end with the ake sound.\nThe words tip and lake don't rhyme. They end with different sounds.\nSOLUTION: The words sock and truck rhyme. They both end with the uck sound.\nThe word rock does not rhyme. It ends with a different sound.\n The answer is C.",
+    "3212": "Assistant: LECTURE: Some words are alike. They go together in a group.\nRed, blue, and green go together. They are colors.\nMom, dad, grandma, and grandpa go together. They are people in a family.\nSOLUTION: Sun, snow, and rain go together. They are weather words. Time is not a weather word, so it is not like the other words.\n The answer is A.",
+    "3213": "Assistant: LECTURE: The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.\n The answer is A.",
+    "3215": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is C.",
+    "3217": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A sea otter is a mammal. It has fur and feeds its young milk.\nA tortoise is a reptile. It has scaly, waterproof skin.\n The answer is B.",
+    "3219": "Assistant: LECTURE: Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.\nSedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.\nMetamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties.\nSOLUTION: Scoria is an igneous rock. Like other igneous rocks, it forms when melted rock cools and hardens.\nMelted rock that is rich in iron and magnesium is called scoria. Scoria can form on Earth's surface around volcanoes. It is also found in other places, such as impact craters.\n The answer is A.",
+    "3220": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence is a statement and ends with a period. It is a declarative sentence.\n The answer is B.",
+    "3222": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Rita's shoes are the best, because they're made with snakeskin rather than synthetic materials. However, even though the shoes are made from snakes, that doesn't necessarily mean that they are better. This illustrates a type of logical fallacy known as an appeal to nature.\n The answer is A.",
+    "3229": "Assistant: LECTURE: Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.\nSOLUTION: The prime meridian is the line at 0\u00b0 longitude. It intersects Africa. It does not intersect South America or North America.\n The answer is B.",
+    "3231": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A catfish is a fish. It lives underwater. It has fins, not limbs.\nUnlike most other fish, catfish do not have scales! They have slimy skin.\nA common toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\n The answer is A.",
+    "3233": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA rough object feels scratchy when you touch it. The sandpaper is rough, but the tree bark is not.\nA stretchy object gets longer when you pull on it. The sandpaper is not stretchy.\nA bouncy object will bounce back from the floor if you drop it. All three objects are bouncy.\nThe property that all three objects have in common is bouncy.\n The answer is C.",
+    "3243": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Edna is telling the truth because she says she never lies. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning.\n The answer is A.",
+    "3246": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The second sentence is less formal. You can tell because it uses overly simple or imprecise language (some things, bring up).\nThe first sentence uses more precise language, so it is more formal overall.\n The answer is B.",
+    "3247": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: The fog made it hard to see, Dad drove slowly is a run-on sentence. It has two sentences that are joined by just a comma: The fog made it hard to see and Dad drove slowly.\n The answer is D.",
+    "3255": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles.\n The answer is B.",
+    "3259": "Assistant: SOLUTION: This country is Tuvalu.\n The answer is B.",
+    "3284": "Assistant: SOLUTION: Columbus is the capital of Ohio.\n The answer is B.",
+    "3292": "Assistant: SOLUTION: The city is New Orleans, Louisiana. Houston, Charlotte, and Nashville are marked with gray circles on the map below.\n The answer is D.",
+    "3305": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince dread is between the guide words dare - disturb, it would be found on that page.\n The answer is B.",
+    "3311": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in present tense. You can tell because it uses a present-tense verb, learns. The verb ends in -s and tells you about something that is true or happening now.\n The answer is A.",
+    "3316": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun they could refer to the Davidsons or their relatives.\nThe Davidsons see their relatives whenever they visit Florida.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nWhenever the Davidsons visit Florida, they see their relatives.\n The answer is B.",
+    "3318": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in future tense. You can tell because it uses will before the main verb, make. The verb tells you about something that is going to happen.\n The answer is A.",
+    "3323": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.\nSOLUTION: The better estimate for how long it takes to drink a small glass of water is 55 seconds.\n55 hours is too slow.\n The answer is B.",
+    "3327": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.\n The answer is B.",
+    "3330": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "3336": "Assistant: LECTURE: Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.\n The answer is B.",
+    "3337": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed.\nSOLUTION: Look at the distance each goose moved and the time it took to move that distance. The direction each goose moved does not affect its speed.\nNotice that each goose moved for 10 hours. The goose that moved 925 kilometers moved the farthest distance in that time. So, that goose must have moved at the highest speed.\n The answer is B.",
+    "3339": "Assistant: SOLUTION: Raleigh is the capital of North Carolina.\n The answer is C.",
+    "3345": "Assistant: LECTURE: Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds.\nSOLUTION: The words dream and cream rhyme. They both end with the ame sound.\nThe word such does not rhyme. It ends with a different sound.\n The answer is C.",
+    "3347": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence tells someone to do something, so it is an imperative sentence. Here, it ends with a period.\n The answer is C.",
+    "3351": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nSOLUTION: Put the words in alphabetical order.\nSince linen is not between the guide words leather - lying, it would not be found on that page.\n The answer is B.",
+    "3354": "Assistant: LECTURE: Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.\nSOLUTION: To describe the average precipitation trends in Nairobi, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Apr\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"More precipitation falls in April than in August.\" is incorrect.\nApril has a higher average monthly precipitation than August.\nChoice \"February is the wettest month of the year.\" is incorrect.\nThe wettest month is the one with the highest average monthly precipitation. April, not February, has the highest average precipitation.\nChoice \"Nairobi gets about the same amount of precipitation each month.\" is incorrect.\nOn average, less precipitation falls between June and October than between November and May.\n The answer is B.",
+    "3355": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of a cup of hot cocoa is 70\u00b0C.\n70\u00b0F is too cold.\n The answer is B.",
+    "3377": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of purple particles per milliliter.\nSolution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.\n The answer is B.",
+    "3379": "Assistant: LECTURE: Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.\nSOLUTION: To describe the average precipitation trends in London, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Nov\" is incorrect.\nJuly has an average monthly precipitation of about 70 millimeters. This is higher than in any other month. So, July has the lowest average precipitation.\n The answer is A.",
+    "3383": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer.\nSOLUTION: The better estimate for the length of a pen is 19 centimeters.\n19 kilometers is too long.\n The answer is A.",
+    "3385": "Assistant: LECTURE: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.\nSOLUTION: When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down.\n The answer is B.",
+    "3387": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "3395": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "3398": "Assistant: SOLUTION: This country is the Marshall Islands.\nDoes the Marshall Islands have any territorial disputes?\nThe Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States claimed Wake Island in 1899 and has controlled it since then. But the Marshall Islands considers the island part of its territory. It says that its people have traveled to the island to gather food and resources for many years. Today, the island is mainly used by the U.S. Air Force.\n The answer is C.",
+    "3413": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.\nRuth is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years.\n The answer is B.",
+    "3418": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Maine is farthest east.\n The answer is C.",
+    "3428": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nPotato chips have a salty taste. All three objects are salty.\nA sticky object can attach or stick to other things. The cracker and the fries are not sticky.\nA colorful object has one or more bright colors. The cracker and the fries are not colorful.\nThe property that all three objects have in common is salty.\n The answer is B.",
+    "3430": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion cry wolf is a fable.\nIn the fable \"The Boy Who Cried Wolf,\" a shepherd boy repeatedly tricks people in his village by falsely claiming that a wolf is coming to eat his flock. When a wolf actually comes and the boy cries for help, nobody believes him or comes to his aid.\nThe allusion cry wolf means to raise a false alarm.\n The answer is B.",
+    "3431": "Assistant: LECTURE: A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.\nSOLUTION: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.\nI need to shovel this snow, or someone might slip and fall.\n The answer is B.",
+    "3433": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms.\nSOLUTION: You can tell whether sodium iodide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for sodium iodide, NaI, contains two atomic symbols: Na for sodium and I for iodine. So, the formula tells you that sodium iodide is composed of two chemical elements bonded together.\nSince sodium iodide is composed of multiple chemical elements bonded together, sodium iodide is a compound.\n The answer is B.",
+    "3434": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the bearded dragon.\nThe bearded dragon has a sand-colored body. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe horned viper has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert.\nThe blue poison dart frog has brightly colored skin. It is not adapted to be camouflaged in a sandy desert.\n The answer is A.",
+    "3436": "Assistant: SOLUTION: Look at the table and images.\nVivian wants broccoli. Jamal wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is A.",
+    "3439": "Assistant: LECTURE: A continent is one of the seven largest areas of land on earth.\nSOLUTION: This continent is Europe.\n The answer is D.",
+    "3442": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Mia must be a reckless driver, because her brother is a reckless driver. However, even though Mia's brother is reckless, that doesn't necessarily mean that Mia is, too. This illustrates a type of logical fallacy known as guilt by association.\n The answer is A.",
+    "3451": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nSo full I could explode is an exaggeration, since it is clear that the speaker is not actually in danger of exploding.\n The answer is B.",
+    "3455": "Assistant: SOLUTION: Carson City is the capital of Nevada.\n The answer is D.",
+    "3468": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Texas is farthest south.\n The answer is A.",
+    "3472": "Assistant: LECTURE: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells.\nSOLUTION: Smelly is a property. A smelly material has a strong smell.\nLook at each picture, one at a time. Imagine smelling the material shown in each picture.\nOf the choices, the gasoline would smell more. Gasoline has a strong smell.\n The answer is B.",
+    "3476": "Assistant: LECTURE: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.\nSOLUTION: A crown is a solid. A solid has a size and shape of its own.\nCrowns can be made of different materials. This crown is made of gold.\n The answer is B.",
+    "3479": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.\nSOLUTION: The better estimate for how long it takes for an ice cube to melt on a hot sidewalk is 4 minutes.\n4 hours is too slow.\n The answer is B.",
+    "3481": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A gray tree frog's scientific name is Hyla versicolor. The first word of its scientific name is Hyla.\nAtelopus zeteki is in the genus Atelopus. The first word of its scientific name is Atelopus. So, Atelopus zeteki and Hyla versicolor are not in the same genus.\nHemidactylus turcicus is in the genus Hemidactylus. The first word of its scientific name is Hemidactylus. So, Hemidactylus turcicus and Hyla versicolor are not in the same genus.\nHyla cinerea is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla cinerea and Hyla versicolor are in the same genus.\n The answer is A.",
+    "3484": "Assistant: LECTURE: Birds have feathers, two wings, and a beak.\nSOLUTION: An emu is a bird. It has feathers, two wings, and a beak.\nEmus cannot fly, but they can run very fast. They run to avoid predators.\nA box turtle is a reptile. It has scaly, waterproof skin.\nBox turtles can live to be over 100 years old!\nA sea otter is a mammal. It has fur and feeds its young milk.\nSea otters have very thick fur. Their fur keeps them warm in cold water.\nA piranha is a fish. It lives underwater. It has fins, not limbs.\nPiranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal.\n The answer is B.",
+    "3485": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Deb wants or needs:\nDeb will give up the chance to eat the apple crisp. Deb thinks apple crisp would have tasted better than sunflower seeds will.\n The answer is B.",
+    "3486": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.\nSOLUTION: Look at the picture of the kudu.\nThe kudu has long jaws and flat teeth. Its mouth is adapted to eat plant matter. The long jaws can help the kudu reach grass. The flat teeth can help it cut and grind up the food into soft pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe spotted deer has long jaws and flat teeth. Its mouth is adapted to eat plant matter.\nThe Nile crocodile has a large mouth and sharp teeth. Its mouth is not adapted to eat plant matter. The Nile crocodile uses its mouth to eat other animals.\n The answer is A.",
+    "3492": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is A.",
+    "3494": "Assistant: SOLUTION: Look at the table and images.\nJanice wants broccoli. Abdul wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is C.",
+    "3495": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude.\n The answer is C.",
+    "3498": "Assistant: LECTURE: A pure substance is made of only one type of matter.\nA mixture is made of two or more types of matter mixed together.\n The answer is A.",
+    "3504": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nWater evaporating from a puddle is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.\nDust settling out of the air is a physical change. As the dust settles, or falls, it might land on furniture or the ground. This separates dust particles from the air, but does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nWater evaporating is caused by heating. But dust settling out of the air is not.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is D.",
+    "3505": "Assistant: SOLUTION: A cnidarian is an animal with tentacles that can sting its prey or predators. A sea anemone is a type of cnidarian.\n The answer is B.",
+    "3507": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. Rover's observable version of the fur length trait is long fur. So, Rover's phenotype for the fur length trait is long fur.\n The answer is B.",
+    "3514": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "3515": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Aunt Lucy is capitalized because it is a proper noun.\n The answer is B.",
+    "3518": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.\n The answer is A.",
+    "3523": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nSOLUTION: Look at the object.\nThink about each property.\nYou can see clearly through a transparent object. The silk tie is not transparent.\nA smooth object is not scratchy or rough. The silk tie is smooth.\n The answer is B.",
+    "3530": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.\nSOLUTION: The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.\n The answer is B.",
+    "3534": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.\nSOLUTION: Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.\n The answer is A.",
+    "3539": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux.\nSOLUTION: The source of the allusion Casanova is history.\nThe autobiography of Giovanni Giacomo Casanova, an eighteenth-century Italian adventurer, details and perhaps exaggerates his amorous adventures and success with women.\nThe allusion Casanova means a womanizer.\n The answer is B.",
+    "3541": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude.\n The answer is D.",
+    "3542": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: We went to Texas we saw an old fort is a run-on sentence. It has two sentences that are joined without end punctuation: We went to Texas and We saw an old fort.\n The answer is A.",
+    "3544": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA soft object changes shape when pressed or squeezed. None of the objects are soft.\nA fragile object will break into pieces if you drop it. All three objects are fragile.\nA scratchy object is rough and itchy against your skin. None of the objects are scratchy.\nThe property that all three objects have in common is fragile.\n The answer is B.",
+    "3549": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses verbal irony, which involves saying one thing but implying something very different.\nAs quiet as a jackhammer suggests that the snoring is loud. A jackhammer is not quiet, and neither is Mr. Long's snoring.\n The answer is B.",
+    "3558": "Assistant: LECTURE: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving.\nSOLUTION: Complete the sentence with the word proud. It describes the ancient structure as if it were a proud person.\n The answer is A.",
+    "3567": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n\nSOLUTION: To determine how many boxes in the Punnett square represent offspring with black fur or brown fur, consider whether each phenotype is the dominant or recessive allele's version of the fur color trait. The question tells you that the f allele, which is for brown fur, is recessive to the F allele, which is for black fur.\nBlack fur is the dominant allele's version of the fur color trait. A rabbit with the dominant version of the fur color trait must have at least one dominant allele for the fur color gene. So, offspring with black fur must have the genotype FF or Ff.\nAll 4 boxes in the Punnett square have the genotype FF or Ff.\nBrown fur is the recessive allele's version of the fur color trait. A rabbit with the recessive version of the fur color trait must have only recessive alleles for the fur color gene. So, offspring with brown fur must have the genotype ff.\nThere are 0 boxes in the Punnett square with the genotype ff.\nSo, the expected ratio of offspring with black fur to offspring with brown fur is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with black fur. This cross is expected to never produce offspring with brown fur.\n The answer is E.",
+    "3576": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nWater evaporating from a lake is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.\nStretching a rubber band is a physical change. The rubber band gets longer. But it is still made of the same type of matter as before.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nWater evaporating is caused by heating. But stretching a rubber band is not.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is D.",
+    "3583": "Assistant: SOLUTION: This state is Idaho.\n The answer is A.",
+    "3593": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A blue jay's scientific name is Cyanocitta cristata.\nCyanocitta cristata has the same scientific name as a blue jay. So, these organisms are in the same species.\nGoura victoria does not have the same scientific name as a blue jay. So, Cyanocitta cristata and Goura victoria are not in the same species.\nLarus michahellis does not have the same scientific name as a blue jay. So, Cyanocitta cristata and Larus michahellis are not in the same species.\n The answer is A.",
+    "3604": "Assistant: SOLUTION: Augusta is the capital of Maine.\n The answer is C.",
+    "3609": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A great gray owl's scientific name is Strix nebulosa. The first word of its scientific name is Strix.\nCyanea capillata is in the genus Cyanea. The first word of its scientific name is Cyanea. So, Cyanea capillata and Strix nebulosa are not in the same genus.\nStrix varia is in the genus Strix. The first word of its scientific name is Strix. So, Strix varia and Strix nebulosa are in the same genus.\nNeofelis nebulosa and Strix nebulosa are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Neofelis nebulosa and Strix nebulosa have the same species name within their genus, nebulosa. But the first words of their scientific names are different. Neofelis nebulosa is in the genus Neofelis, and Strix nebulosa is in the genus Strix.\n The answer is C.",
+    "3611": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence.\n The answer is B.",
+    "3629": "Assistant:\n The answer is C.",
+    "3633": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in present tense. You can tell because it uses a present-tense verb, teaches. The verb ends in -es and tells you about something that is true or happening now.\n The answer is C.",
+    "3634": "Assistant: LECTURE: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.\nSOLUTION: Floods destroyed the cough drop factories in Ashland. The number of producers of cough drops went down. So, the supply of cough drops will probably go down.\n The answer is B.",
+    "3643": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is A.",
+    "3650": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Lauren wants or needs:\nLauren will give up the chance to wear the costume she is more excited about.\n The answer is B.",
+    "3654": "Assistant: SOLUTION: Tallahassee is the capital of Florida.\n The answer is B.",
+    "3656": "Assistant: SOLUTION: Bill wanted broccoli in his lunch and Anita was hoping for tomatoes. Look at the labeled part of the images.\nBill has tomatoes. Anita has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is C.",
+    "3660": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA fuzzy object is covered in soft hair. All three objects are fuzzy.\nA sticky object can attach or stick to other things. None of the objects are sticky.\nBlue is a color.\nThis color is blue. None of the objects are blue.\nThe property that all three objects have in common is fuzzy.\n The answer is C.",
+    "3669": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "3679": "Assistant: SOLUTION: Denver is the capital of Colorado.\n The answer is B.",
+    "3681": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.\nSOLUTION: Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.\n The answer is A.",
+    "3682": "Assistant:\n The answer is B.",
+    "3683": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is A.",
+    "3688": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is A.",
+    "3692": "Assistant: LECTURE: A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing.\nSOLUTION: In a Venn diagram, each circle shows things that are true for a particular topic. The middle, where the two circles overlap, shows things that are true for both topics. This Venn diagram compares two famous Renaissance artists.\nThe detail from Leonardo da Vinci's notebook is in the circle for Leonardo da Vinci but not in the circle for Michelangelo. This tells you that He created David is true of Michelangelo but not of Leonardo da Vinci.\n The answer is B.",
+    "3701": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of a fish bowl is 3 liters.\n3 milliliters is too little.\n The answer is A.",
+    "3703": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution A and Solution B have the same number of yellow particles per milliliter. So, their concentrations are the same.\n The answer is A.",
+    "3710": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms.\nSOLUTION: You can tell whether phosphorus tribromide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for phosphorus tribromide, PBr3, contains two atomic symbols: P for phosphorus and Br for bromine. So, the formula tells you that phosphorus tribromide is composed of two chemical elements bonded together.\nSince phosphorus tribromide is composed of multiple chemical elements bonded together, phosphorus tribromide is a compound.\n The answer is A.",
+    "3716": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. The fruit fly has two alleles for vestigial wings (n). So, the fly's genotype for the wing type gene is nn.\n The answer is B.",
+    "3721": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is A.",
+    "3727": "Assistant: SOLUTION: Charleston is the capital of West Virginia.\n The answer is A.",
+    "3733": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.\nWhen matter is a gas, it spreads out to fill a space.\nMany gases are invisible. So, you can\u2019t see them. Air is a gas.\nSOLUTION: A coffee mug is a solid. A solid has a size and shape of its own.\nIf you drop a coffee mug, it might break into pieces. But each piece will still have a size and shape of its own.\n The answer is C.",
+    "3736": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that being socially awkward determines knowledge of workplace safety. This is a personal attack that isn't relevant to Mr. Wells' desire to prevent workplace injuries. This illustrates a type of logical fallacy known as ad hominem.\n The answer is A.",
+    "3745": "Assistant: LECTURE: A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers.\nSOLUTION: The pond is in column 3.\n The answer is C.",
+    "3750": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.\nSOLUTION: The two bowls of oatmeal are made of the same material and have the same mass. So, the bowl of oatmeal with less thermal energy has a lower temperature.\n The answer is A.",
+    "3751": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Europe.\n The answer is C.",
+    "3752": "Assistant: SOLUTION: Look at the painting.\nThe first ironclad, the CSS Virginia, is powered by steam. She has guns and uses sails.\n The answer is C.",
+    "3758": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is C.",
+    "3762": "Assistant: SOLUTION: Montpelier is the capital of Vermont.\n The answer is B.",
+    "3773": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.\n The answer is B.",
+    "3774": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of the Red Sea is 2,240 kilometers.\n2,240 millimeters, 2,240 centimeters, and 2,240 meters are all too short.\n The answer is B.",
+    "3775": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is A.",
+    "3783": "Assistant: LECTURE: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same\nSOLUTION: Think about how the distance between the water balloon and the center of Earth changed.\nAlec was lower than the balcony. As the water balloon fell toward Alec, the distance between the water balloon and the center of Earth decreased. So, the gravitational potential energy stored between the water balloon and Earth decreased as the water balloon fell toward Alec.\n The answer is B.",
+    "3788": "Assistant: LECTURE: One object can make another object move with a push or a pull.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.\nSOLUTION: The baseball player hits the ball away from his bat. So, the direction of the push is away from the baseball bat.\n The answer is A.",
+    "3789": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of an adult great white shark is 5 meters.\n5 millimeters and 5 centimeters are too short. 5 kilometers is too long.\n The answer is B.",
+    "3797": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The second text uses terribly in its traditional sense: in a terrible manner.\nCandice decided to make escargots using the small snails from her garden, but she prepared them terribly. Since she'd forgotten to add garlic, the taste was disappointing.\nThe first text uses terribly in its nontraditional sense: extremely; very.\nCandice made escargots using the small snails from her garden. She prepared them according to the recipe but found the chewy texture terribly disappointing.\nMost style guides recommend to use the traditional sense of the word terribly because it is considered more standard.\n The answer is B.",
+    "3810": "Assistant: LECTURE: People around the world live in three main kinds of places: urban areas, suburban areas, and rural areas.\nAn urban area is a city. It has many people and businesses. The buildings are close to each other. The buildings are often tall and have many floors. Since there are so many people, traffic is usually bad. People will walk or take the bus, train, or subway to avoid traffic.\nA suburban area, or suburb, is near a city. It is quieter and less crowded than an urban area. People usually live in houses with yards. Most people drive to get places.\nA rural area is less crowded than both urban and suburban areas. Houses are much more spread out. People usually have to drive to get places. People in rural areas often live on farms or ranches.\nSome places, like small towns, don't really fit into any of the types. A small town does not have as many people as an urban area, but it has more people than a rural area. It is not near a city, so it is not called a suburb.\nSOLUTION: You would usually find more farms in rural areas. Farms are spread out and need a lot of space. You would not find as many farms in suburban areas.\n The answer is B.",
+    "3813": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of a tennis racket is 55 centimeters.\n55 millimeters is too short. 55 meters and 55 kilometers are too long.\n The answer is C.",
+    "3815": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.\n The answer is C.",
+    "3823": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles.\n The answer is A.",
+    "3840": "Assistant: LECTURE: Some words are alike. They go together in a group.\nRed, blue, and green go together. They are colors.\nMom, dad, grandma, and grandpa go together. They are people in a family.\nSOLUTION: Son, brother, and daughter go together. They are people in a family. Teacher is not a person in a family, so it is not like the other words.\n The answer is D.",
+    "3844": "Assistant: LECTURE: Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader.\nSOLUTION: Mrs. Robertson is an owl, working at night and sleeping during the day.\nThe words Mrs. Robertson and owl are compared without the word like or as. So, the sentence uses a metaphor.\n The answer is A.",
+    "3846": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed.\nSOLUTION: Look at the distance each car moved and the time it took to move that distance. The direction each car moved does not affect its speed.\nNotice that each car moved for 5 hours. The car that moved 250 miles moved the shortest distance in that time. So, that car must have moved at the lowest speed.\n The answer is A.",
+    "3848": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince blessing is between the guide words billow - brown, it would be found on that page.\n The answer is B.",
+    "3852": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nSOLUTION: The text uses an allusion, a brief reference to someone or something well known.\nThe allusion pyrrhic victory suggests that the victory came at a great cost. Pyrrhus was an ancient Greek king who won a battle but suffered very heavy losses.\n The answer is A.",
+    "3860": "Assistant: LECTURE: Poets often use the sounds of words to create interesting effects and to express moods and emotions. Understanding these elements of poetry can help you better interpret and appreciate poetic forms.\nAnaphora is the repetition of words or sequences of words at the beginning of multiple phrases, sentences, or lines.\nOut of the cradle endlessly rocking,\nOut of the mocking-bird's throat, the musical shuttle,\nOut of the Ninth-month midnight\n\u2014From Walt Whitman, \"Out of the Cradle Endlessly Rocking\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nAssonance is the repetition of vowel sounds. Often, assonance can create rhymes or near-rhymes within lines.\nI wandered lonely as a Cloud\nThat floats on high o'er Vales and Hills,\nWhen all at once I saw a crowd,\nA host of golden Daffodils.\n\u2014From William Wordsworth, \"I Wandered Lonely as a Cloud\"\nMeter is a poem's rhythm, or the pattern of strong and weak syllables. Strong syllables are stressed, while weak syllables are unstressed.\nA poem has an iambic meter when the beat sounds like da-DUM. A weak syllable is followed by a strong syllable. Occasionally, a line may begin with a strong syllable.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nA poem has a trochaic meter when the beat sounds like DUM-da. A strong syllable is followed by a weak syllable. Occasionally, a line may end in a strong syllable.\nBack into the chamber turning, all my soul within me burning,\nSoon again I heard a tapping somewhat louder than before.\n\u2014From Edgar Allen Poe, \"The Raven\"\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Old Bridge\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.\nSOLUTION: This poem uses anaphora. It repeats the same word or words at the beginning of multiple lines or phrases.\nAnd we shall be dangerous.\n The answer is A.",
+    "3864": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses verbal irony, which involves saying one thing but implying something very different.\nAs speedy as a snail suggests that the Internet connection was very slow. A snail is not speedy, and neither was Katie's Internet connection.\n The answer is A.",
+    "3866": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is C.",
+    "3869": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Pollyanna is literature.\nThe character Pollyanna, from Eleanor Porter's children's book, is a young girl who finds good in everything and everyone.\nThe allusion Pollyanna means an overly optimistic person.\n The answer is B.",
+    "3873": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nBoth magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.\n The answer is A.",
+    "3875": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence tells someone to do something, so it is an imperative sentence. Here, it ends with a period.\n The answer is A.",
+    "3877": "Assistant: LECTURE: Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.\nSOLUTION: The prime meridian is the line at 0\u00b0 longitude. It intersects the Atlantic Ocean. It does not intersect the Pacific Ocean or the Indian Ocean.\n The answer is A.",
+    "3882": "Assistant:\n The answer is B.",
+    "3883": "Assistant: SOLUTION: Look at the table and images.\nKiara wants broccoli. Fernando wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is C.",
+    "3885": "Assistant: SOLUTION: Bismarck is the capital of North Dakota.\n The answer is B.",
+    "3888": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed.\nSOLUTION: Look at the distance each ship moved and the time it took to move that distance.\nOne ship moved 245 kilometers in 5 hours.\nThe other ship moved 350 kilometers in 5 hours.\nNotice that each ship spent the same amount of time moving. The ship that moved 245 kilometers moved a shorter distance in that time. So, that ship must have moved at a lower speed.\n The answer is B.",
+    "3901": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. North Carolina is farthest east.\n The answer is C.",
+    "3903": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Antarctica.\n The answer is D.",
+    "3913": "Assistant: SOLUTION: Juneau is the capital of Alaska.\n The answer is B.",
+    "3914": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.\nSOLUTION: Look at the picture of the saddle-billed stork.\nThe saddle-billed stork has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. This allows the saddle-billed stork to grab the prey without scaring it away.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe black-headed heron has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still.\nThe northern pintail has a short neck. Its neck is not adapted for hunting prey while keeping the rest of its body still.\n The answer is B.",
+    "3920": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.\nSOLUTION: Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.\n The answer is A.",
+    "3921": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Delaware is farthest south.\n The answer is D.",
+    "3925": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nJasmine lives in a windy place.\nThis passage tells you about the usual amount of wind where Jasmine lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is B.",
+    "3934": "Assistant: LECTURE: Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.\nSOLUTION: In this experiment, Luther investigated whether baking soda can remove crayon from a wall. The sections of wall scrubbed with water and baking soda were not scrubbed with water only. So, they were part of a control group.\n The answer is A.",
+    "3951": "Assistant: SOLUTION: The colony is Georgia.\n The answer is A.",
+    "3956": "Assistant: LECTURE: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read?\nSOLUTION: The writer could best improve his or her academic voice by maintaining an objective tone.\nFor example, the writer could cut the underlined text to maintain an objective discussion of people's actions.\nMany people don't recycle because throwing things away is easier, even though doing so can be damaging to the environment. People are lazy and selfish, always wanting what is good for themselves, not necessarily what is good for society. As a result, many people do not take the steps that are required to recycle different materials. For example, some towns require residents to sort items before leaving them at the curbside; this causes some to skip recycling altogether, even though doing so is unethical.\n The answer is C.",
+    "3963": "Assistant: LECTURE: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read?\nSOLUTION: The writer could best improve his or her ideas and development by including more evidence to support the claim.\nFor example, the writer could support the underlined text with examples that show the effectiveness of wearing a bicycle helmet.\nWearing a bicycle helmet is the best way to protect yourself against fatal head injuries. Several studies have shown that riders who wore helmets had a reduction in their risk of head and brain injuries. More and better bike lanes in our cities would help protect cyclists from danger. Children especially benefit from wearing helmets, since they experience the majority of bicycling accidents that cause serious head injuries.\n The answer is A.",
+    "3964": "Assistant: LECTURE: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there\nSOLUTION: A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and many different types of organisms. So, the Okefenokee Swamp has land that is covered with water during most of the year. It also has soil that is rich in nutrients.\n The answer is A.",
+    "3965": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.\nSOLUTION: A red kangaroo is a mammal. It has fur and feeds its young milk.\nKangaroos hop to move around. They use their large tails for balance while hopping.\nA brown tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years.\nA red crowned crane is a bird. It has feathers, two wings, and a beak.\nCranes wade in shallow water to look for food. Cranes eat insects, worms, and plants.\n The answer is D.",
+    "3968": "Assistant: LECTURE: An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.\nSOLUTION: Haliaeetus pelagicus is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nHaliaeetus pelagicus is the organism's scientific name. So, you know that Steller's sea eagle is the common name.\n The answer is A.",
+    "3972": "Assistant: SOLUTION: This country is Saint Vincent and the Grenadines.\n The answer is A.",
+    "3973": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nA change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water.\nSOLUTION: Cutting your fingernails is a physical change. Your fingernails are shorter after you cut them. But the pieces are still made of the same type of matter as the uncut fingernails.\n The answer is A.",
+    "3983": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "3988": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA soft object changes shape when pressed or squeezed. The metal nail and the metal bar are not soft.\nA translucent object lets light through. But you cannot see clearly through a translucent object. All three objects are translucent.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The metal nail and the metal bar are shiny, but the wet ice cube is not.\nThe property that all three objects have in common is translucent.\n The answer is B.",
+    "3993": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Peter Pan is literature.\nIn a J. M. Barrie novel, the character Peter Pan retreats to Neverland and refuses to grow up.\nThe allusion Peter Pan means a person who won't take on adult responsibilities.\n The answer is A.",
+    "3995": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nWhere Desmond lives, winds blowing from the northeast are rare in July.\nThis passage tells you about the usual wind pattern where Desmond lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is B.",
+    "4003": "Assistant: LECTURE: A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.\nSOLUTION: The direction of the pull is toward the first train car.\n The answer is B.",
+    "4009": "Assistant: LECTURE: Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?\nFirst, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.\nAfter pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant.\nSOLUTION: The fruit makes the seeds. After the fruit grows around the seeds, the seeds can fall out.\n The answer is B.",
+    "4015": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince mint is not between the guide words marriage - modest, it would not be found on that page.\n The answer is A.",
+    "4024": "Assistant: LECTURE: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you.\nSOLUTION: Miranda's hand is pushing on the door. So, Newton's third law tells you that the door is pushing on Miranda's hand.\n The answer is B.",
+    "4025": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "4028": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nSOLUTION: The first sentence is the simple sentence. It is a single independent clause.\nIn ancient times, mustard was used as a medicine for toothaches and insect stings.\n The answer is A.",
+    "4029": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince roam is not between the guide words reality - rudder, it would not be found on that page.\n The answer is B.",
+    "4039": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion an albatross around her neck is a poem.\nIn Samuel Taylor Coleridge's poem \"The Rime of the Ancient Mariner,\" a sailor shoots and kills an albatross, an action that curses the ship and crew. As his crew members die, the Ancient Mariner feels his guilt hanging like the albatross around his neck.\nThe allusion an albatross around her neck means a burden a person must bear.\n The answer is B.",
+    "4040": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\n The answer is B.",
+    "4048": "Assistant: LECTURE: Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.\nSOLUTION: A peacock mantis shrimp is a crustacean. Like other crustaceans, a peacock mantis shrimp is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA ladybug is an insect. Like other insects, a ladybug is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA fire salamander is an amphibian. Like other amphibians, a fire salamander is a vertebrate. It has a backbone.\nLike other tarantulas, a metallic tarantula is an invertebrate. It does not have a backbone. It has an exoskeleton.\n The answer is C.",
+    "4050": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the north arrow is pointing. South Dakota is farthest north.\n The answer is A.",
+    "4065": "Assistant: LECTURE: Poets often use the sounds of words to create interesting effects and to express moods and emotions. Understanding these elements of poetry can help you better interpret and appreciate poetic forms.\nAnaphora is the repetition of words or sequences of words at the beginning of multiple phrases, sentences, or lines.\nOut of the cradle endlessly rocking,\nOut of the mocking-bird's throat, the musical shuttle,\nOut of the Ninth-month midnight\n\u2014From Walt Whitman, \"Out of the Cradle Endlessly Rocking\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nAssonance is the repetition of vowel sounds. Often, assonance can create rhymes or near-rhymes within lines.\nI wandered lonely as a Cloud\nThat floats on high o'er Vales and Hills,\nWhen all at once I saw a crowd,\nA host of golden Daffodils.\n\u2014From William Wordsworth, \"I Wandered Lonely as a Cloud\"\nMeter is a poem's rhythm, or the pattern of strong and weak syllables. Strong syllables are stressed, while weak syllables are unstressed.\nA poem has an iambic meter when the beat sounds like da-DUM. A weak syllable is followed by a strong syllable. Occasionally, a line may begin with a strong syllable.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nA poem has a trochaic meter when the beat sounds like DUM-da. A strong syllable is followed by a weak syllable. Occasionally, a line may end in a strong syllable.\nBack into the chamber turning, all my soul within me burning,\nSoon again I heard a tapping somewhat louder than before.\n\u2014From Edgar Allen Poe, \"The Raven\"\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Old Bridge\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.\nSOLUTION: This poem uses onomatopoeia. It uses language that sounds like what it talks about.\nSeas of glittering spears arise.\n The answer is B.",
+    "4072": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Asia.\n The answer is C.",
+    "4081": "Assistant: LECTURE: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw.\nSOLUTION: The first sentence states a fact.\nMorocco is a country on the northwest coast of Africa.\nIt can be proved by looking up information about Morocco.\nThe second sentence states an opinion.\nMorocco is the most exciting country to visit.\nMost exciting shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a country exciting to visit.\n The answer is A.",
+    "4084": "Assistant: SOLUTION: Marvin wanted broccoli in his lunch and Ken was hoping for tomatoes. Look at the labeled part of the images.\nMarvin has tomatoes. Ken has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is A.",
+    "4088": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux.\nSOLUTION: The source of the allusion evaporate is literature.\nIn William Shakespeare's Macbeth, when Macbeth learns that his wife has died, he laments in his grief that he would give anything to make her alive again.\nThe allusion evaporate means to make something or someone disappear.\n The answer is B.",
+    "4092": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in future tense. You can tell because it uses will before the main verb, float. The verb tells you about something that is going to happen.\n The answer is C.",
+    "4094": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "4095": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in past tense. You can tell because it uses a past-tense verb, strained. The verb ends in -ed and tells you about something that has already happened.\n The answer is A.",
+    "4096": "Assistant: LECTURE: Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food.\nSOLUTION: A sea otter is an animal. It eats animals that live in the ocean.\nSea otters have very thick fur. Their fur keeps them warm in cold water.\nA hydrangea bush is a plant. It can grow colorful flowers.\nHydrangea bushes can have blue, white, purple, or pink flowers.\n The answer is B.",
+    "4098": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nSOLUTION: The text includes a simile, using like or as to compare two things that are not actually alike.\nThe simile like the parched earth during a drought suggests that Kendra's hands were dry and cracked. A drought is a period without rain; the ground during a drought can become hard and cracked.\n The answer is B.",
+    "4106": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince pot is between the guide words plus - prospect, it would be found on that page.\n The answer is B.",
+    "4112": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince smooth is between the guide words seize - spank, it would be found on that page.\n The answer is B.",
+    "4115": "Assistant: LECTURE: In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or\nSOLUTION: Capitalize the first word, the last word, and every important word in between. The words of and jafar are not important, so they should not be capitalized.\nThe correct title is The Return of Jafar.\n The answer is B.",
+    "4120": "Assistant: SOLUTION: This country is Antigua and Barbuda.\n The answer is B.",
+    "4122": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses onomatopoeia, a word that expresses a sound.\nBeep represents the sound that tells the caller to start recording a message.\n The answer is A.",
+    "4123": "Assistant: SOLUTION: Boston is the capital of Massachusetts.\n The answer is B.",
+    "4124": "Assistant: SOLUTION: The colony is Georgia.\n The answer is D.",
+    "4126": "Assistant: LECTURE: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it.\nSOLUTION: Hard is a property. A hard material keeps its shape when you press on it with your finger.\nLook at each picture, one at a time. Imagine pushing on the material shown in each picture.\nOf the choices, the rock is the hardest. If you squeeze a rock, it will not change shape.\n The answer is A.",
+    "4130": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The second answer choice contains a vague pronoun reference. The pronoun theirs could refer to hares' or rabbits'.\nThe first answer choice shows a possible correction for the vague pronoun reference. Theirs has been replaced with hares'.\nHares are often mistaken for rabbits, even though hares' legs, feet, and ears are usually bigger.\n The answer is A.",
+    "4139": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA fuzzy object is covered in soft hair. All three objects are fuzzy.\nBlue is a color.\nThis color is blue. None of the objects are blue.\nA bouncy object will bounce back from the floor if you drop it. None of the objects are bouncy.\nThe property that all three objects have in common is fuzzy.\n The answer is C.",
+    "4145": "Assistant: LECTURE: A pure substance is made of only one type of matter.\nA mixture is made of two or more types of matter mixed together.\n The answer is A.",
+    "4150": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is North America.\n The answer is B.",
+    "4153": "Assistant: SOLUTION: Look at the table and images.\nAustin wants broccoli. Colin wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is D.",
+    "4155": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Aiden is capitalized because it is a proper noun.\n The answer is A.",
+    "4156": "Assistant: LECTURE: Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.\nA line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures.\nSOLUTION: To describe the average temperature trends in Cape Town, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Mar\" is incorrect.\nChoice \"Apr\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Sep\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"Nov\" is incorrect.\nChoice \"Dec\" is incorrect.\nChoice \"Jan\" is incorrect.\nThe average temperatures in December, January, February, and March are around 20\u00b0C. These months have the highest average temperatures of all of the months. So, they are the hottest months on average.\n The answer is B.",
+    "4164": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\n The answer is B.",
+    "4165": "Assistant: LECTURE: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding.\nSOLUTION: Whine about something has a more negative connotation. If you whine about something, you talk about it in a complaining way.\n The answer is A.",
+    "4167": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A great gray owl's scientific name is Strix nebulosa.\nCyanocitta cristata does not have the same scientific name as a great gray owl. So, Strix nebulosa and Cyanocitta cristata are not in the same species.\nGoura victoria does not have the same scientific name as a great gray owl. So, Strix nebulosa and Goura victoria are not in the same species.\nStrix nebulosa has the same scientific name as a great gray owl. So, these organisms are in the same species.\n The answer is A.",
+    "4168": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "4176": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nAn opaque object does not let light through. The cake batter and the sticky object are not opaque.\nA sticky object can attach or stick to other things. All three objects are sticky.\nBlue is a color.\nThis color is blue. The cake batter and the sticky object are not blue.\nThe property that all three objects have in common is sticky.\n The answer is A.",
+    "4177": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Peter Pan is literature.\nIn a J. M. Barrie novel, the character Peter Pan retreats to Neverland and refuses to grow up.\nThe allusion Peter Pan means a person who won't take on adult responsibilities.\n The answer is A.",
+    "4187": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A peregrine falcon's scientific name is Falco peregrinus.\nFalco peregrinus has the same scientific name as a peregrine falcon. So, these organisms are in the same species.\nArdea alba does not have the same scientific name as a peregrine falcon. So, Falco peregrinus and Ardea alba are not in the same species.\nPhoebastria nigripes does not have the same scientific name as a peregrine falcon. So, Falco peregrinus and Phoebastria nigripes are not in the same species.\n The answer is C.",
+    "4193": "Assistant: LECTURE: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells.\nSOLUTION: Bumpy is a property. A bumpy material is covered in lumps and bumps. It is not flat or smooth.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the asphalt road is bumpier. If you touch an asphalt road, it will feel lumpy and bumpy.\n The answer is B.",
+    "4199": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is C.",
+    "4202": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince see is between the guide words scurry - shelter, it would be found on that page.\n The answer is B.",
+    "4203": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the earthworm.There is one path matter can take from the barren-ground caribou to the earthworm: barren-ground caribou->mushroom->grizzly bear->earthworm. There are two paths matter can take from the lichen to the earthworm: lichen->barren-ground caribou->mushroom->grizzly bear->earthworm. lichen->barren-ground caribou->mushroom->grizzly bear->lichen->earthworm. mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the mushroom to the earthworm.. parasitic jaeger. The only arrow pointing from the parasitic jaeger leads to the earthworm. No arrows point from the earthworm to any other organisms. So, in this food web, matter does not move from the parasitic jaeger to the earthworm..\n The answer is B.",
+    "4205": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.\n The answer is A.",
+    "4210": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nSOLUTION: The two blocks of iron have the same mass but different temperatures. Since the 75\u00b0C block is hotter than the 70\u00b0C block, it has more thermal energy.\n The answer is A.",
+    "4211": "Assistant: LECTURE: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners.\nSOLUTION: The first holiday greeting is more formal. It uses more elevated language (Independence Day, the entire staff). The other holiday greeting uses casual language (happy 4 th, the crew) that is more familiar in tone.\n The answer is B.",
+    "4214": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the Spanish shawl nudibranch.\nThe Spanish shawl nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the Spanish shawl nudibranch is toxic and dangerous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe crown-of-thorns sea star has venomous spines and brightly colored skin. Its skin is adapted to ward off predators.\nThe peppered moth has gray and brown patches on its body. Its skin is not adapted to be a warning sign that wards off predators.\n The answer is A.",
+    "4216": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nSOLUTION: Look at the picture of the crested black macaque.\nThe crested black macaque has long fingers and toes. It is adapted for climbing trees. The crested black macaque uses its long fingers and toes to hold on to branches while climbing.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe lar gibbon has long fingers and toes. It is adapted for climbing trees.\nThe chital has four hoofed feet. It is not adapted for climbing trees. The chital uses its feet to walk and run.\n The answer is B.",
+    "4217": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.\n The answer is A.",
+    "4231": "Assistant: SOLUTION: The colony is New Hampshire.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.\n The answer is B.",
+    "4240": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is C.",
+    "4244": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses an allusion, a brief reference to someone or something well known.\nJulia Child alludes to the famous chef who is known for popularizing French cuisine in the United States.\n The answer is A.",
+    "4246": "Assistant: LECTURE: Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.\nSOLUTION: To describe the average precipitation trends in Christchurch, look at the graph.\nChoice \"Apr\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Dec\" is incorrect.\nMay has an average monthly precipitation of about 70 millimeters. This is higher than in any other month. So, May is the wettest month on average.\n The answer is B.",
+    "4248": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nSOLUTION: The table tells you that Mercury, Venus, Earth, and Mars are the planets made mainly of rock. Of these planets, Earth is the largest. So, Earth is the largest planet that is made mainly of rock.\n The answer is A.",
+    "4250": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Scheherazade is ancient legend.\nThe Arabian Nights presents the ancient legend of how Scheherazade successfully postpones her imminent death by mesmerizing her captor with a thousand and one fascinating tales.\nThe allusion Scheherazade means a person who uses his or her arts to distract someone and avoid consequences.\n The answer is A.",
+    "4258": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of a long-distance running race is 15 miles.\n15 inches, 15 feet, and 15 yards are all too short.\n The answer is B.",
+    "4260": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "4263": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles.\n The answer is C.",
+    "4271": "Assistant: SOLUTION: Look at the table and images.\nJonah wants broccoli. Cassie wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is D.",
+    "4274": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in future tense. You can tell because it uses will before the main verb, make. The verb tells you about something that is going to happen.\n The answer is B.",
+    "4281": "Assistant: SOLUTION: Analogous structures are parts with the same purpose but different structures. For example, a fin and a flipper are both used to help an animal swim. They have the same purpose, but different structures.\n The answer is A.",
+    "4282": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nMetal turning less shiny over time is called tarnishing. A penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull.\nA sandwich rotting is a chemical change. The matter in the sandwich breaks down and slowly turns into a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is A.",
+    "4285": "Assistant: LECTURE: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells.\nSOLUTION: Soft is a property. A soft material changes shape when you press on it.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the cotton towel is softer. If you squeeze cotton fabric, it will change shape.\n The answer is A.",
+    "4287": "Assistant: SOLUTION: Pierre is the capital of South Dakota.\n The answer is C.",
+    "4288": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A Japanese tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.\nA human is a mammal. It has hair and feeds its young milk.\nHumans are a type of animal called a primate. Monkeys and apes are also primates.\n The answer is B.",
+    "4291": "Assistant: SOLUTION: Nashville is the capital of Tennessee.\n The answer is C.",
+    "4293": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence asks something, and it ends with a question mark. It is an interrogative sentence.\n The answer is B.",
+    "4301": "Assistant: SOLUTION: Boise is the capital of Idaho.\n The answer is B.",
+    "4306": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of a passenger airplane is 47 tons.\n47 ounces and 47 pounds are both too light.\n The answer is A.",
+    "4310": "Assistant: LECTURE: The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.\nAppeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\ninclude an endorsement from a respected organization, such as the American Dental Association\nfeature a testimonial from a \"real person\" who shares the audience's values\nuse an admired celebrity or athlete as a spokesperson\nAppeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\ncite results of clinical trials or independently conducted studies\nexplain the science behind a product or service\nemphasize that the product is a financially wise choice\nanticipate and refute potential counterclaims\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury\nSOLUTION: The ad appeals to pathos, or emotion, by associating the product with feelings of shame and fear.\n The answer is C.",
+    "4311": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nIt is snowing in Sam's town today.\nThis passage tells you about the precipitation today in Sam's town. It describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is B.",
+    "4313": "Assistant: LECTURE: Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader.\nSOLUTION: Tracy went down the slide face-first, like a penguin.\nThe words Tracy and penguin are compared using the word like. So, the sentence uses a simile.\n The answer is B.",
+    "4315": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: The curious girl looked into the damp cellar is a complete sentence. The subject is the curious girl, and the verb is looked.\n The answer is B.",
+    "4317": "Assistant: SOLUTION: Look at the map.\nThe Mongol Empire controlled most of Asia. It also controlled parts of Eastern Europe.\n The answer is A.",
+    "4319": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.\nSOLUTION: The better estimate for how long it takes to blow your nose is 5 seconds.\n5 minutes is too slow.\n The answer is B.",
+    "4333": "Assistant: LECTURE: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.\n The answer is A.",
+    "4339": "Assistant: LECTURE: Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n\nSOLUTION: Shampoo does not have all the properties of a mineral. So, shampoo is not a mineral.\n The answer is B.",
+    "4340": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nYellow is a color.\nThis color is yellow. The rubber ball and the spring are not yellow.\nA flexible object can be folded or bent without breaking easily. All three objects are flexible.\nA fuzzy object is covered in soft hair. The rubber ball and the spring are not fuzzy.\nThe property that all three objects have in common is flexible.\n The answer is A.",
+    "4344": "Assistant: LECTURE: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there\nSOLUTION: A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, the Okavango Delta has soil that is rich in nutrients. It also has other water ecosystems nearby.\n The answer is A.",
+    "4347": "Assistant: LECTURE: Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.\nSOLUTION: In this experiment, Jessica investigated whether adding vinegar to salt water affects how quickly steel squares rust. The steel squares soaked in salt water did not get vinegar. So, they were part of a control group.\n The answer is A.",
+    "4351": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.\n The answer is A.",
+    "4355": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.\nSOLUTION: Look at the picture of the long-beaked echidna.\nA tube-shaped snout helps the long-beaked echidna reach into a burrow. A long, sticky tongue helps it catch the insects.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe aardvark has a tube-shaped mouth and a long, sticky tongue. Its mouth is adapted to eat insects that live inside burrows.\nThe brown hyena has a large mouth and sharp teeth. Its mouth is not adapted to get insects out of burrows. The brown hyena uses its mouth to eat other animals.\n The answer is A.",
+    "4357": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: You need to determine Ringo's phenotype for the fur color trait. First, consider the alleles in Ringo's genotype for the fur color gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for dark fur (F) is dominant over the allele for light fur (f). This means F is a dominant allele, and f is a recessive allele.\nRingo's genotype of Ff has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Ringo's phenotype for the fur color trait must be dark fur.\n The answer is B.",
+    "4361": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is South America.\n The answer is B.",
+    "4366": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in future tense. You can tell because it uses will before the main verb, give. The verb tells you about something that is going to happen.\n The answer is B.",
+    "4376": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A short story should be in quotation marks.\nThe correct title is \"Words for Living By.\"\n The answer is A.",
+    "4385": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the phytoplankton.There are four paths matter can take from the phytoplankton to the kelp bass: phytoplankton->zooplankton->kelp bass. phytoplankton->zooplankton->plainfin midshipman->kelp bass. phytoplankton->zooplankton->black rockfish->kelp bass. phytoplankton->plainfin midshipman->kelp bass. kelp bass. The only arrow pointing to the kelp bass starts from the plainfin midshipman. The only arrow pointing to the plainfin midshipman starts from the zooplankton. The only arrow pointing to the zooplankton starts from the phytoplankton. So, in this food web, matter does not move from the phytoplankton to the kelp bass. orca. The only arrow pointing to the sea otter starts from the sea urchin. The only arrow pointing to the sea urchin starts from the kelp. No arrow points to the kelp. So, in this food web, matter does not move from the phytoplankton to the orca.. sea cucumber. The only arrow pointing to the sea cucumber starts from the plainfin midshipman. The only arrow pointing to the plainfin midshipman starts from the zooplankton. The only arrow pointing to the zooplankton starts from the phytoplankton. So, in this food web, matter does not move from the phytoplankton to the sea cucumber.. sea urchin. The only arrow pointing to the sea urchin starts from the kelp. No arrow points to the kelp. So, in this food web, matter does not move from the phytoplankton to the sea urchin..\n The answer is C.",
+    "4386": "Assistant: SOLUTION: Chuckle doesn't belong.\nGiggle, snicker, and chew all name ways to make noise.\n The answer is B.",
+    "4394": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nSOLUTION: Look at the object.\nThink about each property.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The wet ice cube is translucent.\nA colorful object has one or more bright colors. The wet ice cube is not colorful.\n The answer is A.",
+    "4420": "Assistant: LECTURE: Mammals have hair or fur and feed their young milk.\nSOLUTION: An ostrich is a bird. It has feathers, two wings, and a beak.\nThe ostrich is the largest bird alive today. Ostriches cannot fly, but they can run very fast.\nA fire salamander is an amphibian. It has moist skin and begins its life in water.\nFire salamanders can release poison from their skin. This poison helps protect them from predators.\nAn elephant seal is a mammal. It has hair and feeds its young milk.\nSeals have flippers instead of arms! They use their flippers to swim underwater or to crawl on the beach.\nA parrotfish is a fish. It lives underwater. It has fins, not limbs.\nParrotfish have fins and live underwater near coral reefs. They get their name from their bird-like beak!\n The answer is C.",
+    "4428": "Assistant:\n The answer is A.",
+    "4436": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that obesity rates and rainforests are somehow interconnected. However, these two ideas aren't related. This illustrates a type of logical fallacy known as a red herring.\n The answer is B.",
+    "4443": "Assistant: SOLUTION: Honolulu is the capital of Hawaii.\n The answer is B.",
+    "4444": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.\n The answer is A.",
+    "4446": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux.\nSOLUTION: The source of the allusion Svengali is literature.\nIn George du Maurier's novel Trilby, Svengali is a hypnotist who exerts such power over the central character that she is suddenly able to sing, which she was unable to do before.\nThe allusion Svengali means a person with an unduly strong influence over someone else.\n The answer is B.",
+    "4458": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nSOLUTION: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism your services will no longer be required means that the gardener is being fired.\n The answer is B.",
+    "4459": "Assistant: SOLUTION: This country is Papua New Guinea.\nWhy does Papua New Guinea share its island with another country?\nPapua New Guinea takes up the eastern half of the island of New Guinea. The western half is part of Indonesia, an Asian country.\nBeginning in the 17 th century, several countries took control of different parts of the island of New Guinea. By 1922, Australia controlled the entire eastern half of the island, and the Netherlands controlled the western half. In 1963, control over the western half was transferred to Indonesia, which had just gained independence from the Netherlands. Many people in western New Guinea did not want to become part of Indonesia, though, and some people in this area are still fighting to leave Indonesia today. The eastern part gained independence from Australia in 1975 and became Papua New Guinea.\n The answer is D.",
+    "4465": "Assistant: LECTURE: Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.\nSOLUTION: A koala is a mammal. Like other mammals, a koala is a vertebrate. It has a backbone.\nA carp is a fish. Like other fish, a carp is a vertebrate. It has a backbone.\nA toucan is a bird. Like other birds, a toucan is a vertebrate. It has a backbone.\nA luna moth is an insect. Like other insects, a luna moth is an invertebrate. It does not have a backbone. It has an exoskeleton.\n The answer is A.",
+    "4474": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Idaho is farthest north.\n The answer is C.",
+    "4482": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.\n The answer is C.",
+    "4483": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is simple. It is a single independent clause.\nSince 1923, the United States Flag Code has provided advisory rules for displaying and handling the U.S. flag.\n The answer is B.",
+    "4485": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed.\nSOLUTION: Look at the distance each runner moved and the time it took to move that distance.\nOne runner moved 140 kilometers in 10 hours.\nThe other runner moved 100 kilometers in 10 hours.\nNotice that each runner spent the same amount of time moving. The runner who moved 140 kilometers moved a farther distance in that time. So, that runner must have moved at a higher speed.\n The answer is B.",
+    "4497": "Assistant: LECTURE: There is a surplus if there is too much for sale at a given price.\nThere is a shortage if there is not enough for sale at a given price.\nSurpluses and shortages usually happen when people who are selling goods or services charge too much or too little.\nWhen the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.\nWhen the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage.\nSOLUTION: At the current price, there are not enough picture frames for sale. There are 25 frames for sale, but 18 people want to buy one.\nSo, there is a shortage of picture frames.\n The answer is B.",
+    "4500": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nSOLUTION: The table tells you that the smallest planet is Mercury and that Mercury is made mainly of rock. So, the smallest planet is made mainly of rock.\n The answer is B.",
+    "4502": "Assistant: LECTURE: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms.\nSOLUTION: You can tell whether hydrogen peroxide is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for hydrogen peroxide is H2 O2. This formula contains two symbols: H for hydrogen and O for oxygen. So, the formula tells you that hydrogen peroxide is made of two chemical elements bonded together.\nSubstances made of two or more chemical elements bonded together are compounds. So, hydrogen peroxide is a compound.\n The answer is B.",
+    "4505": "Assistant: SOLUTION: Lansing is the capital of Michigan.\n The answer is D.",
+    "4507": "Assistant: SOLUTION: The Fifth Amendment says that anyone accused of a crime has the right to remain silent. The amendment also says that no person can be put on trial for a crime he or she did not commit. A person can be put on trial only for a crime he or she is accused of committing. Part of the text of the Fifth Amendment is below. It does not use the words \"right to remain silent.\" Where do you think that phrase comes from? Nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself.\n The answer is A.",
+    "4512": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, Serengeti National Park has a rainy season and a dry season. It also has long, cold winters.\n The answer is A.",
+    "4519": "Assistant: SOLUTION: The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.\n The answer is B.",
+    "4520": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed.\nSOLUTION: Look at the distance each duck moved and the time it took to move that distance. The direction each duck moved does not affect its speed.\nNotice that each duck moved for 5 hours. The duck that moved 260 miles moved the farthest distance in that time. So, that duck must have moved at the highest speed.\n The answer is C.",
+    "4529": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is B.",
+    "4532": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.\nSOLUTION: Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.\n The answer is C.",
+    "4537": "Assistant: SOLUTION: The colony is Connecticut.\n The answer is B.",
+    "4548": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. The rose plant's observable version of the thorns trait is not having thorns. So, the plant's phenotype for the thorns trait is not having thorns.\n The answer is B.",
+    "4553": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.\nSOLUTION: Look at the picture of the chimpanzee.\nThe chimpanzee uses its long limbs to reach branches while climbing. It uses its fingers and toes to grab the branches.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Sumatran orangutan has long limbs with fingers and toes. Its limbs are adapted for climbing trees.\nThe okapi has long, thin limbs. Its limbs are not adapted for climbing trees. The okapi uses its limbs for walking and running.\n The answer is B.",
+    "4554": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the dead leaf mantis.\nThe dead leaf mantis has a reddish-brown body. It is adapted to be camouflaged among dead leaves, which often have a reddish or brownish color. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe plated leaf chameleon has reddish-brown scales coverings its body. It is adapted to be camouflaged among dead leaves, which often have a reddish or brownish color.\nThis Arctic wolf has white fur covering its body. It is not adapted to be camouflaged among dead leaves.\n The answer is A.",
+    "4559": "Assistant: LECTURE: Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food.\nSOLUTION: A walnut tree is a plant. It has many green leaves.\nPeople pick and eat walnuts from walnut trees. Walnuts are the tree's seeds!\nA lavender bush is a plant. It has many purple flowers.\nLavender has a sweet smell. Some people use the oil from lavender bushes for perfume.\nA dandelion is a plant. It can grow small yellow flowers.\nDandelion seeds can be blown long distances by the wind.\nAn orca is an animal. It swims in the ocean.\nOrcas eat fish and other animals that live in the ocean.\n The answer is D.",
+    "4562": "Assistant: SOLUTION: Hartford is the capital of Connecticut.\n The answer is D.",
+    "4568": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.\nBrenna is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years.\n The answer is C.",
+    "4575": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "4578": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is South America.\n The answer is C.",
+    "4583": "Assistant: SOLUTION: Look at the passage. It tells you how thick fur helps animals in wintertime.\nPeople put on winter coats when it's cold outside, and some animals have winter coats, too! They grow extra-thick coats of fur to keep warm in winter. The thick fur traps their body heat and keeps it close to their skin. Many wild animals grow winter coats. But so do some cats and dogs.\n The answer is A.",
+    "4594": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: An axolotl's scientific name is Ambystoma mexicanum. The first word of its scientific name is Ambystoma.\nTigrisoma mexicanum and Ambystoma mexicanum are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Tigrisoma mexicanum and Ambystoma mexicanum have the same species name within their genus, mexicanum. But the first words of their scientific names are different. Tigrisoma mexicanum is in the genus Tigrisoma, and Ambystoma mexicanum is in the genus Ambystoma.\nPython reticulatus is in the genus Python. The first word of its scientific name is Python. So, Python reticulatus and Ambystoma mexicanum are not in the same genus.\nAmbystoma opacum is in the genus Ambystoma. The first word of its scientific name is Ambystoma. So, Ambystoma opacum and Ambystoma mexicanum are in the same genus.\n The answer is C.",
+    "4603": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nMixing chocolate syrup into milk is a physical change. The chocolate syrup and milk make a mixture. Making a mixture does not form a different type of matter.\nStapling an envelope shut is a physical change. The envelope and the staple get new shapes. Both are still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is D.",
+    "4604": "Assistant: LECTURE: A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.\nSOLUTION: Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe crocodile egg fossil is in a deeper layer in the rock sequence than the palm leaf fossil. So, the crocodile egg fossil is most likely older than the palm leaf fossil.\n The answer is A.",
+    "4622": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait.\n The answer is B.",
+    "4623": "Assistant: LECTURE: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense.\nSOLUTION: A scarecrow is not a living thing.\nA scarecrow does not have all the traits of a living thing. It does not grow or respond to the world around it. It does not need food or water.\nAn ice cube is not a living thing.\nAn ice cube does not have all the traits of a living thing. It may grow or melt in response to the world around it, but it does not need food.\nA rabbit is a living thing.\nRabbits grow and respond to their environment. They need food and water. Rabbits are made up of many cells.\n The answer is D.",
+    "4624": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A poison dart frog is an amphibian. It has moist skin and begins its life in water.\nA helmeted iguana is a reptile. It has scaly, waterproof skin.\n The answer is A.",
+    "4631": "Assistant: SOLUTION: This country is Antigua and Barbuda.\n The answer is D.",
+    "4632": "Assistant: LECTURE: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.\nIn a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.\nThe original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.\nThe substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.\nSo, in a chemical reaction, reactants go through a chemical change to form products.\nSOLUTION: Read the underlined text carefully. Look for information about what happens to ammonium nitrate in this chemical reaction.\nTo help relieve pain during a dental visit, a dentist may give a patient nitrous oxide. Nitrous oxide is made in factories by carefully heating ammonium nitrate. At 170\u00b0C, ammonium nitrate breaks down and forms a mixture of nitrous oxide gas and water vapor. After the mixture is collected, the water vapor is separated from the nitrous oxide gas.\nThe underlined text tells you that when ammonium nitrate breaks down, it forms a mixture of nitrous oxide and water. When ammonium nitrate breaks down, or reacts, its atoms are rearranged to form the atoms that make up nitrous oxide and water. Because ammonium nitrate reacts in this chemical reaction, ammonium nitrate is a reactant.\n The answer is A.",
+    "4639": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, the following statements describe the Cerrado ecosystem: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has warm summers and warm winters. It has soil that is poor in nutrients. The following statement does not describe the Cerrado: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has a small amount of rain.\n The answer is A.",
+    "4645": "Assistant: LECTURE: Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4\n The answer is C.",
+    "4647": "Assistant: LECTURE: Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food.\nSOLUTION: A cedar tree is a plant. It has small leaves.\nCedar trees grow in many parts of the world. Many cedar trees grow on mountains.\nA mole is an animal. It eats insects and worms.\nMoles live mostly underground.\n The answer is A.",
+    "4654": "Assistant: LECTURE: Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader.\nSOLUTION: Marie went down the slide face-first, like a penguin.\nThe words Marie and penguin are compared using the word like. So, the sentence uses a simile.\n The answer is A.",
+    "4657": "Assistant: SOLUTION: Jaylen wanted broccoli in his lunch and Porter was hoping for tomatoes. Look at the labeled part of the images.\nJaylen has tomatoes. Porter has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is A.",
+    "4670": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA soft object changes shape when pressed or squeezed. The tree bark and the log are soft, but the rock are not.\nYou can see clearly through a transparent object. None of the objects are transparent.\nA rough object feels scratchy when you touch it. All three objects are rough.\nThe property that all three objects have in common is rough.\n The answer is A.",
+    "4672": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is simple. It is a single independent clause.\nPreston took several incredible panoramic photographs of the sweeping view from the top of Table Mountain.\n The answer is D.",
+    "4678": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince sailor is not between the guide words sour - stone, it would not be found on that page.\n The answer is A.",
+    "4682": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nSOLUTION: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nThe hyperbole dinosaurs were still roaming the Earth suggests that Dustin hasn't cleaned his room in a very long time. He did not actually clean his room millions of years ago when dinosaurs existed.\n The answer is B.",
+    "4686": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The first closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is A.",
+    "4690": "Assistant: SOLUTION: This country is Nauru.\n The answer is A.",
+    "4698": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is A.",
+    "4699": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince itch is between the guide words illustrate - interrupt, it would be found on that page.\n The answer is B.",
+    "4708": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nSOLUTION: Look at the picture of the golden eagle.\nThe golden eagle has long toes with sharp claws. Its feet are adapted for grabbing prey. The sharp claws can help the golden eagle attack and kill its prey. The long toes can help it hold on to its prey.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe common buzzard has long toes with sharp claws. Its feet are adapted for grabbing prey.\nThe Malayan tapir has large, heavy feet. Its feet are not adapted for grabbing prey. The Malayan tapir uses its feet to walk and run.\n The answer is B.",
+    "4709": "Assistant: SOLUTION: Harrisburg is the capital of Pennsylvania.\n The answer is A.",
+    "4717": "Assistant: LECTURE: For sedimentary rocks, the deeper the rock layer, the older the rock is. So, the limestone layer is older than the sandstone layer.\n The answer is A.",
+    "4718": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the north arrow is pointing. New York is farthest north.\n The answer is B.",
+    "4719": "Assistant: SOLUTION: The first sentence states a fact.\nJackie Robinson played baseball for the Brooklyn Dodgers from 1947 to 1956.\nIt can be proved by reading a book about Jackie Robinson.\nThe second sentence states an opinion.\nJackie Robinson was the most noteworthy baseball player of the 1940 s and 1950 s.\nMost noteworthy shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a baseball player noteworthy.\n The answer is B.",
+    "4720": "Assistant: SOLUTION: Boston is the capital of Massachusetts.\n The answer is D.",
+    "4740": "Assistant: LECTURE: In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.\nSOLUTION: Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 2 solute particles on the left side of the membrane and 6 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There were 2 more solute particles on the left side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.\n The answer is A.",
+    "4748": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nSOLUTION: The text uses personification, giving human characteristics to nonhuman things.\nGlared at him suggests that it bothered Daniel that the essay wasn't finished. The essay is like a person who is bothering Daniel.\n The answer is A.",
+    "4749": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.\nSOLUTION: The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.\n The answer is B.",
+    "4753": "Assistant: SOLUTION: The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.\n The answer is D.",
+    "4755": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince accurate is between the guide words album - avoid, it would be found on that page.\n The answer is B.",
+    "4757": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.\nThe kelp bass has an arrow pointing to it from the kelp. The kelp is a producer, so the kelp bass is a primary consumer.\nThe phytoplankton does not have any arrows pointing to it. So, the phytoplankton is not a primary consumer.\nThe black rockfish has an arrow pointing to it from the zooplankton. The zooplankton is not a producer. So, the black rockfish is not a primary consumer.\nThe sea urchin has an arrow pointing to it from the kelp. The kelp is a producer, so the sea urchin is a primary consumer.\nThe orca has an arrow pointing to it from the sea otter. The sea otter is not a producer. So, the orca is not a primary consumer.\n The answer is C.",
+    "4767": "Assistant: LECTURE: A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is \u00b0.\nSome thermometers measure temperature in degrees Celsius (\u00b0C). Celsius is one scale used to measure temperature.\nThis is a tube thermometer. It has a tube filled with a red liquid.\nThere is a Celsius scale along the right side of the tube. The top of the red liquid lines up with the number 30 on the scale. So, the temperature shown by this thermometer is 30\u00b0C.\nSOLUTION: Find the top of the red liquid.\nNow look at the scale to the right. The top of the red liquid lines up with 40. So, the temperature is 40\u00b0C.\n The answer is A.",
+    "4774": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses factoid in its traditional sense: something made up presented as a true fact.\nAs a geneticist, Eliana dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.\nThe second text uses factoid in its nontraditional sense: a trivial but true fact.\nAs a geneticist, Eliana enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard.\n The answer is A.",
+    "4782": "Assistant: LECTURE: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group.\nSOLUTION: To decide if an animal is part of a group, look at the traits of the group.\nArachnids have the following traits:\nThey have eight legs.\nThey have an exoskeleton.\nThey have no antennae.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA female wolf spider has the following traits:\nIt has eight legs.\nIt has an exoskeleton.\nIt has no antennae.\nA female wolf spider has the traits of an arachnid. A female wolf spider is an arachnid.\nA trichina worm has the following traits:\nA trichina worm does not have all of the traits of an arachnid. A trichina worm is a roundworm.\n The answer is A.",
+    "4784": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.\nSOLUTION: The best estimate for the volume of a washing machine is 36 gallons.\n36 fluid ounces and 36 cups are both too little.\n The answer is C.",
+    "4805": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.\nSOLUTION: The best estimate for the volume of a car's gas tank is 15 gallons.\n15 fluid ounces and 15 cups are both too little.\n The answer is B.",
+    "4809": "Assistant: SOLUTION: Nashville is the capital of Tennessee.\n The answer is C.",
+    "4817": "Assistant: SOLUTION: This country is Fiji.\n The answer is C.",
+    "4820": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The second sentence is less formal. You can tell because it uses overly simple or imprecise language (some things, bring up).\nThe first sentence uses more precise language, so it is more formal overall.\n The answer is B.",
+    "4828": "Assistant: SOLUTION: Denver is the capital of Colorado.\n The answer is A.",
+    "4832": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.\n The answer is C.",
+    "4833": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n\nSOLUTION: To decide which planet is the smallest, look at the volumes shown in the table and compare the exponents. Mercury's volume has an exponent of 10, which is the smallest out of all the planets.\nMercury is made mainly of rock. So, the smallest planet is made mainly of rock.\n The answer is B.",
+    "4834": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.\nSOLUTION: Look at the picture of the spectacled cobra.\nWhen frightened, the spectacled cobra can spread out its hood to appear larger and more dangerous. If a predator is nearby, the hood can help scare it away.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bearded dragon has spiny scales around its neck. It uses its neck to appear larger and more dangerous to a predator.\nThe green anole has a short neck. Its neck is not adapted to help it appear larger and more dangerous to a predator.\n The answer is A.",
+    "4836": "Assistant: SOLUTION: Look at the table and images.\nMaya wants broccoli. Hanson wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is D.",
+    "4844": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.\nSOLUTION: A black howler is a mammal. It has hair and feeds its young milk.\nHowler monkeys have loud calls, or howls. Their calls can be heard over three miles away!\nA snowy owl is a bird. It has feathers, two wings, and a beak.\nSnowy owls live in cold places. Even their feet have feathers to keep warm!\nA gray crowned crane is a bird. It has feathers, two wings, and a beak.\nCranes wade in shallow water to look for food. Cranes eat insects, worms, and plants.\nA Banggai cardinalfish is a fish. It lives underwater. It has fins, not limbs.\nCardinalfish often live near coral reefs. They are nocturnal, which means that they are active mostly at night.\n The answer is B.",
+    "4851": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A Christmas tree worm's scientific name is Spirobranchus giganteus.\nSphodromantis viridis does not have the same scientific name as a Christmas tree worm. So, Spirobranchus giganteus and Sphodromantis viridis are not in the same species.\nMacropus giganteus does have the same species within its genus as a Christmas tree worm, but they are not in the same genus! They do not have the same scientific name as each other. So, these organisms are not in the same species.\nSpirobranchus giganteus has the same scientific name as a Christmas tree worm. So, these organisms are in the same species.\n The answer is B.",
+    "4854": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Kurt wants or needs:\nKurt will spend some time and money to get the costume.\n The answer is B.",
+    "4859": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that the best snacks are made with real ingredients that you can pronounce. However, even though a snack is made with real ingredients, that doesn't necessarily mean that it's the best. This illustrates a type of logical fallacy known as a straw man.\n The answer is B.",
+    "4865": "Assistant: LECTURE: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!\nSOLUTION: The properties of andesite match the properties of a rock. So, andesite is a rock.\n The answer is B.",
+    "4871": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince common is between the guide words civilian - crank, it would be found on that page.\n The answer is B.",
+    "4877": "Assistant: LECTURE: A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.\nSOLUTION: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.\nMrs. Lloyd will bake brownies for dessert, or she will make peach cobbler.\n The answer is B.",
+    "4883": "Assistant: LECTURE: Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.\nSOLUTION: To describe the average precipitation trends in London, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Nov\" is incorrect.\nJuly has an average monthly precipitation of about 70 millimeters. This is higher than in any other month. So, July has the lowest average precipitation.\n The answer is A.",
+    "4886": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is A.",
+    "4891": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.\nSOLUTION: The better estimate for how long it takes to do ten jumping jacks is 18 seconds.\n18 hours is too slow.\n The answer is A.",
+    "4897": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the north arrow is pointing. New Hampshire is farthest north.\n The answer is B.",
+    "4914": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA smooth object is not scratchy or rough. Neither of the objects are smooth.\nA rough object feels scratchy when you touch it. Both objects are rough.\nThe property that both objects have in common is rough.\n The answer is B.",
+    "4918": "Assistant: SOLUTION: This country is Grenada.\n The answer is B.",
+    "4919": "Assistant: LECTURE: In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.\nA single organism is an individual. Individuals of the same species that live in the same place are part of a population.\nMultiple populations of different species that live in the same place are part of a community.\nTogether, communities of living organisms and the nonliving parts of their environment make up an ecosystem.\n The answer is A.",
+    "4920": "Assistant: LECTURE: Plant and animal cells have many parts in common, but not all. This table shows some of their similarities and differences.\nCell part | Plant cell | Animal cell\ncell wall | yes | no\ncell membrane | yes | yes\ncytoplasm | yes | yes\nmitochondria | yes | yes\nvacuole | yes | yes\nchloroplasts | yes | no\nnucleus | yes | yes\nchromosomes | yes | yes\nThink about how plant and animal cells are different:\nPlant cells have a cell wall, but animal cells do not. The cell wall helps plant cells keep a fixed shape. Most animal cells do not have a fixed shape.\nPlant cells have chloroplasts, but animal cells do not. Chloroplasts make sugar that plants cells can use as food. Animal cells cannot make their own food.\n The answer is A.",
+    "4922": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince describe is between the guide words dangle - differ, it would be found on that page.\n The answer is A.",
+    "4924": "Assistant: LECTURE: Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.\n The answer is A.",
+    "4933": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nBaking an apple pie is a chemical change. The type of matter in the pie changes. The apples become soft, and the crust turns brown.\nPlants making food is a chemical change. Plants use energy from sunlight to change air and water into food. The food is sugar. Sugar is a different type of matter than air or water.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBaking is caused by heating. But plants making food is not.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is A.",
+    "4943": "Assistant: SOLUTION: The Second Amendment says that the American people have the right to own weapons. In particular, it says that people can own \"arms.\" The authors understood \"arms\" to include the type of weapons we now call guns. The complete text of the Second Amendment is below. According to the text, why is it important for Americans to have the right to own weapons? A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed.\n The answer is A.",
+    "4950": "Assistant: LECTURE: Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service.\nSOLUTION: To decide whether building a deck is a good or a service, ask these questions:\nIs building a deck something you can touch? No.\nIs building a deck a job you might pay someone else to do? Yes.\nSo, building a deck is a service.\n The answer is A.",
+    "4955": "Assistant: LECTURE: A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing.\nSOLUTION: A bubble map uses lines or arrows to connect things that are related. This bubble map shows information about different kinds of marsupials.\nSleep during the day is directly connected to koalas. Kangaroos are not connected to this idea.\n The answer is A.",
+    "4956": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of a pen is 18 centimeters.\n18 millimeters is too short. 18 meters and 18 kilometers are too long.\n The answer is D.",
+    "4969": "Assistant: LECTURE: People around the world live in three main kinds of places: urban areas, suburban areas, and rural areas.\nAn urban area is a city. It has many people and businesses. The buildings are close to each other. The buildings are often tall and have many floors. Since there are so many people, traffic is usually bad. People will walk or take the bus, train, or subway to avoid traffic.\nA suburban area, or suburb, is near a city. It is quieter and less crowded than an urban area. People usually live in houses with yards. Most people drive to get places.\nA rural area is less crowded than both urban and suburban areas. Houses are much more spread out. People usually have to drive to get places. People in rural areas often live on farms or ranches.\nSome places, like small towns, don't really fit into any of the types. A small town does not have as many people as an urban area, but it has more people than a rural area. It is not near a city, so it is not called a suburb.\nSOLUTION: Rural areas usually have less traffic. There aren't as many people or businesses in rural areas.\n The answer is A.",
+    "4974": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: The rose plant's genotype for the growth pattern gene is GG. The rose plant's genotype of GG has only G allelles. The G allele is for climbing growth. So, the rose plant's phenotype for the growth pattern trait must be climbing growth.\nTo check this answer, consider whether the rose plant's alleles are dominant or recessive. The allele for bush growth (g) is recessive to the allele for climbing growth (G). This means G is a dominant allele, and g is a recessive allele.\nThe rose plant's genotype of GG has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the rose plant's phenotype for the growth pattern trait must be climbing growth.\n The answer is B.",
+    "4975": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux.\nSOLUTION: The source of the allusion Benedict Arnold is U.S. history.\nBenedict Arnold was an American officer who secretly aided the British during the American Revolution.\nThe allusion Benedict Arnold means a traitor.\n The answer is B.",
+    "4977": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses verbal irony, which involves saying one thing but implying something very different.\nAs tidy as an overgrown garden shows verbal irony because an overgrown garden is not tidy.\n The answer is B.",
+    "4980": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of a bathtub is 335 liters.\n335 milliliters is too little.\n The answer is B.",
+    "4991": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince clatter is between the guide words cinder - couple, it would be found on that page.\n The answer is B.",
+    "4996": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the polar bear.\nThe polar bear has skin with thick fur on top and a thick layer of fat underneath it. Its skin is adapted for survival in cold places. The polar bear uses its fur and fat to keep warm in cold weather.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe snowy owl has a thick coat of feathers covering its skin. Its skin is adapted for survival in cold places.\nThe hairy armadillo has scales covering much of its skin. Its skin is not adapted for survival in cold places.\n The answer is A.",
+    "4999": "Assistant: SOLUTION: Pierre is the capital of South Dakota.\n The answer is A.",
+    "5000": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents the compound pyrite.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\nSOLUTION: Use the model to determine whether silicon carbide is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that silicon carbide is composed of carbon atoms and silicon atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that silicon carbide is composed of two chemical elements: carbon and silicon. Since silicon carbide is composed of multiple chemical elements bonded together, silicon carbide is a compound.\n The answer is A.",
+    "5013": "Assistant: LECTURE: Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy, carbon dioxide, and water to produce sugars and oxygen.\nPhotosynthetic organisms also often have the following characteristics:\nThey are producers, which are organisms that make their own food inside their cells. Because producers make their own food, they typically do not eat other organisms.\nTheir cells contain chloroplasts, which are cell structures where photosynthesis occurs.\nTheir chloroplasts often contain a green substance called chlorophyll. Chlorophyll captures light energy from the Sun to power photosynthesis.\nThey use the sugars they produce during photosynthesis as food. This food provides energy that helps the organisms live, grow, and reproduce.\nSOLUTION: This organism is photosynthetic:\nThe text tells you that Racomitrium lanuginosum moss is green because its cells contain chlorophyll. This moss uses chlorophyll to capture energy from sunlight.\nThis organism is not photosynthetic:\nThe text does not provide evidence that the moss mantis is photosynthetic.\n The answer is B.",
+    "5018": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.\n The answer is A.",
+    "5022": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "5025": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is B.",
+    "5032": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.\nSOLUTION: Water in a waterfall is a liquid. A liquid can change shape. But it still takes up the same amount of space. Water in a waterfall changes shape. But it still takes up the same amount of space.\nA chair is a solid. A solid has a size and shape of its own. Chairs are made of wood or metal.\nA baseball is a solid. A solid has a size and shape of its own. Baseballs are made of leather.\nThe air from a hair dryer is a gas. A gas expands to fill a space. A hair dryer uses a fan to blow warm air out. When the air leaves the hair dryer, the air expands to fill a much large space.\n The answer is C.",
+    "5044": "Assistant: SOLUTION: Denver is the capital of Colorado.\n The answer is B.",
+    "5045": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer.\nSOLUTION: The better estimate for the length of a hiking trail is 2 kilometers.\n2 centimeters is too short.\n The answer is A.",
+    "5046": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses nauseous in its traditional sense: causing disgust or nausea.\nMarcy couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past.\nThe second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nThe odor emanating from the landfill made Marcy so nauseous that she had to roll up the car windows as she drove past.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard.\n The answer is A.",
+    "5047": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.\nSOLUTION: The better estimate for how long it takes to bake lasagna in the oven is 44 minutes.\n44 hours is too slow.\n The answer is B.",
+    "5049": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.\nSOLUTION: Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.\n The answer is C.",
+    "5050": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses an oxymoron, a joining of two seemingly contradictory terms.\nDull roar is a contradiction, because dull describes something that is dull and roar describes a loud sound.\n The answer is B.",
+    "5052": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA hard object does not change shape when pressed or squeezed. The ice hockey rink is hard, but the yogurt and the wet bar of soap are not.\nA slippery object is hard to hold onto or stand on. All four objects are slippery.\nA flexible object can be folded or bent without breaking easily. The wet bar of soap is flexible, but the ice hockey rink is not.\nThe property that all four objects have in common is slippery.\n The answer is C.",
+    "5056": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of a fire truck is 16 tons.\n16 ounces and 16 pounds are both too light.\n The answer is C.",
+    "5063": "Assistant:\n The answer is C.",
+    "5069": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Erik wants or needs:\nErik will give up the chance to look at the birch tree. He thinks it would have looked more beautiful than the tulips.\n The answer is B.",
+    "5072": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nSOLUTION: The text uses a metaphor, comparing two things that are not actually alike without using like or as.\nThe metaphor the only light in the sea of darkness was the prospect of pursuing a new career suggests that there was a benefit to Quincy's job loss. A light would be beneficial in helping someone escape a dark, difficult-to-navigate situation. Similarly, Quincy's new career was beneficial in helping him escape the emotionally difficult experience of losing his job.\n The answer is B.",
+    "5073": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "5080": "Assistant: SOLUTION: This country is Fiji.\n The answer is D.",
+    "5082": "Assistant: LECTURE: A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object.\nSOLUTION: Look for the stroller that is heavier.\nA stroller holding a kid that weighs 29 pounds is heavier than a stroller holding a kid that weighs 22 pounds. So, the stroller holding the kid that weighs 29 pounds needs to be pushed with a larger force to start moving forward at the same speed as the other other stroller.\n The answer is B.",
+    "5086": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The first greeting is correct:\nIts first word is capitalized, and it ends with a comma. Ms. Weber is capitalized because it is a proper noun.\n The answer is A.",
+    "5090": "Assistant: LECTURE: Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.\nSOLUTION: The equator is the line at 0\u00b0 latitude. It intersects Africa. It does not intersect North America or Europe.\n The answer is B.",
+    "5097": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is B.",
+    "5119": "Assistant: SOLUTION: Des Moines is the capital of Iowa.\n The answer is B.",
+    "5126": "Assistant: LECTURE: Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service.\nSOLUTION: To decide whether a banana is a good or a service, ask these questions:\nIs a banana something you can touch? Yes.\nIs a banana a job you might pay someone else to do? No.\nSo, a banana is a good.\n The answer is B.",
+    "5140": "Assistant: LECTURE: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.\nOther animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body.\nSOLUTION: A red-kneed tarantula is an insect. Like other insects, a red-kneed tarantula does not have a backbone. It has a hard outer cover.\nA green toad is an amphibian. Like other amphibians, a green toad has a backbone.\n The answer is B.",
+    "5143": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The second sentence is less formal. You can tell because it uses conversational language (real quick).\nThe first sentence uses formal language in place of the conversational language, so it is more formal overall.\n The answer is A.",
+    "5144": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A clownfish is a fish. It lives underwater. It has fins, not limbs.\nClownfish live with animals called anemones. In the image of the clownfish, you can see the brown anemone surrounding the clownfish.\nA helmeted iguana is a reptile. It has scaly, waterproof skin.\nIguanas are a type of lizard. Iguanas eat plants and fruit.\n The answer is A.",
+    "5145": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nOf a certain age is an indirect and generally more polite way of referring to older people.\n The answer is A.",
+    "5146": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the earthworm.There is one path matter can take from the short-tailed weasel to the earthworm: short-tailed weasel->earthworm. mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the mushroom to the earthworm.. There are two paths matter can take from the barren-ground caribou to the earthworm: barren-ground caribou->mushroom->earthworm. barren-ground caribou->grizzly bear->earthworm. There is one path matter can take from the grizzly bear to the earthworm: grizzly bear->earthworm. There are three paths matter can take from the lichen to the earthworm: lichen->barren-ground caribou->mushroom->earthworm. lichen->barren-ground caribou->grizzly bear->earthworm. lichen->grizzly bear->earthworm.\n The answer is B.",
+    "5152": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed.\nSOLUTION: Look at the distance each bowhead whale moved and the time it took to move that distance.\nOne bowhead whale moved 80 kilometers in 10 hours.\nThe other bowhead whale moved 45 kilometers in 10 hours.\nNotice that each bowhead whale spent the same amount of time moving. The bowhead whale that moved 80 kilometers moved a farther distance in that time. So, that bowhead whale must have moved at a higher speed.\n The answer is B.",
+    "5155": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of a passenger helicopter is 2 tons.\n2 ounces and 2 pounds are both too light.\n The answer is A.",
+    "5175": "Assistant: SOLUTION: This state is Mississippi.\n The answer is C.",
+    "5180": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nSOLUTION: Look at the object.\nThink about each property.\nA bumpy object is covered in lumps and bumps. The pretzel is bumpy.\nSugar has a sweet taste. The pretzel is not sweet.\n The answer is A.",
+    "5184": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is B.",
+    "5185": "Assistant: LECTURE: Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n\nSOLUTION: Peridotite does not have all the properties of a mineral. So, peridotite is not a mineral.\n The answer is A.",
+    "5188": "Assistant: LECTURE: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms.\nSOLUTION: Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for pyrite contains two symbols: Fe for iron and S for sulfur. So, pyrite is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, pyrite is a compound, not an elementary substance. The chemical formula for chloromethane contains three symbols: C for carbon, H for hydrogen, and Cl for chlorine. So, chloromethane is made of three chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, chloromethane is a compound, not an elementary substance. The chemical formula for nickel contains one symbol: Ni. So, nickel is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, nickel is an elementary substance.\n The answer is B.",
+    "5189": "Assistant: LECTURE: An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.\nSOLUTION: Carassius auratus is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nCarassius auratus is the organism's scientific name. So, you know that goldfish is the common name.\n The answer is B.",
+    "5190": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses an idiom, an expression that cannot be understood literally.\nA dime a dozen means something that is easily found or bought.\n The answer is A.",
+    "5200": "Assistant: LECTURE: A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object.\nSOLUTION: Look for the friend who is heavier.\nA friend who weighs 25 pounds is heavier than a friend who weighs 24 pounds. So, to move the wagon at the same speed each time, Logan needs to use a larger force to start moving the wagon with a friend who weighs 25 pounds.\n The answer is B.",
+    "5203": "Assistant: SOLUTION: The colony is New Hampshire.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.\n The answer is C.",
+    "5208": "Assistant: LECTURE: Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy to turn water and carbon dioxide into sugars and oxygen.\nPhotosynthetic organisms also often have the following characteristics:\nThey are producers, which are organisms that make their own food inside their cells. Producers don't usually eat other organisms.\nTheir cells contain chloroplasts. Chloroplasts are cell parts where photosynthesis occurs.\nTheir chloroplasts often contain chlorophyll, which is green. Chlorophyll captures energy from sunlight to power photosynthesis.\nThey use the sugars they make during photosynthesis as food. This food provides the organisms with the energy they need to live.\nSOLUTION: This organism is photosynthetic:\nThe text tells you that giant kelp use carbon dioxide and water to make food inside their cells. This is evidence that the giant kelp is a photosynthetic organism.\nThis organism is not photosynthetic:\nThe text does not provide evidence that the leafy sea dragon is photosynthetic.\n The answer is B.",
+    "5210": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A green tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.\nA human is a mammal. It has hair and feeds its young milk.\nHumans are a type of animal called a primate. Monkeys and apes are also primates.\n The answer is B.",
+    "5211": "Assistant: SOLUTION: This country is Trinidad and Tobago.\n The answer is A.",
+    "5212": "Assistant: LECTURE: A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object.\nSOLUTION: Look for the cart that is heavier.\nA cart holding 62 pounds is heavier than a cart holding 50 pounds. So, the cart holding 62 pounds needs a larger force to start moving at the same speed as the other cart.\n The answer is B.",
+    "5214": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nSOLUTION: All three meatballs have the same mass but different temperatures. Since the 44\u00b0C meatball is the coldest, it has the least thermal energy.\n The answer is B.",
+    "5223": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nSOLUTION: Look at the object.\nThink about each property.\nA rough object feels scratchy when you touch it. The velcro is rough.\nA colorful object has one or more bright colors. The velcro is not colorful.\n The answer is A.",
+    "5226": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince dad is not between the guide words degree - doll, it would not be found on that page.\n The answer is A.",
+    "5238": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is C.",
+    "5243": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.\nSOLUTION: The better estimate for how long it takes to brush your teeth is 2 minutes.\n2 seconds is too fast.\n The answer is B.",
+    "5248": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince back is between the guide words book - bulletin, it would be found on that page.\n The answer is A.",
+    "5249": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion spartan is Greek history.\nSoldiers from the city of Sparta in ancient Greece were known for their self-restraint, self-discipline, and indifference to luxury.\nThe allusion spartan means simple and austere.\n The answer is A.",
+    "5254": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait.\n The answer is A.",
+    "5256": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Duncan wants or needs:\nDuncan will give up the chance to be in the Theater Club. He would have had more fun in the Theater Club than in the Photography Club.\n The answer is B.",
+    "5258": "Assistant: SOLUTION: Cheyenne is the capital of Wyoming.\n The answer is A.",
+    "5270": "Assistant: SOLUTION: Sometimes doesn't belong.\nRarely, new, and usually all describe how often something happens.\n The answer is C.",
+    "5272": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is C.",
+    "5274": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "5287": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of a bench is 11 feet.\n11 inches is too short. 11 yards and 11 miles are too long.\n The answer is B.",
+    "5298": "Assistant: LECTURE: The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury\nSOLUTION: The ad appeals to logos, or reason. It uses a graph to display information and uses specific figures (2 x the meat of the leading brand).\n The answer is C.",
+    "5302": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince reduce is between the guide words riddle - rye, it would be found on that page.\n The answer is B.",
+    "5306": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n\nSOLUTION: To determine how many boxes in the Punnett square represent offspring with yellow pods or green pods, consider whether each phenotype is the dominant or recessive allele's version of the pod color trait. The question tells you that the d allele, which is for yellow pods, is recessive to the D allele, which is for green pods.\nYellow pods is the recessive allele's version of the pod color trait. A pea plant with the recessive version of the pod color trait must have only recessive alleles for the pod color gene. So, offspring with yellow pods must have the genotype dd.\nThere are 2 boxes in the Punnett square with the genotype dd. These boxes are highlighted below.\nGreen pods is the dominant allele's version of the pod color trait. A pea plant with the dominant version of the pod color trait must have at least one dominant allele for the pod color gene. So, offspring with green pods must have the genotype DD or Dd.\nThere are 2 boxes in the Punnett square with the genotype DD or Dd. These boxes are highlighted below.\nSo, the expected ratio of offspring with yellow pods to offspring with green pods is 2:2. This means that, on average, this cross will produce 2 offspring with yellow pods for every 2 offspring with green pods.\n The answer is E.",
+    "5308": "Assistant: SOLUTION: Concord is the capital of New Hampshire.\n The answer is D.",
+    "5311": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA soft object changes shape when pressed or squeezed. The melted marshmallow is soft, but the ice cream sundae is not.\nA lemon has a sour taste. The melted marshmallow is not sour.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All four objects are shiny.\nThe property that all four objects have in common is shiny.\n The answer is C.",
+    "5313": "Assistant: LECTURE: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding.\nSOLUTION: Mutter about something has a more negative connotation. If you mutter about something, you speak about it in a quiet way.\n The answer is B.",
+    "5316": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.\nSOLUTION: Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.\n The answer is C.",
+    "5333": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nTake him years to finish is an exaggeration, since it probably does not take him entire years to fetch coffee.\n The answer is A.",
+    "5335": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is C.",
+    "5346": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux.\nSOLUTION: The source of the allusion Job is the Bible.\nIn the Bible, Job remains faithful and loyal to God, even after the unjust loss of his possessions, family, and health.\nThe allusion Job means someone who patiently endures adversity.\n The answer is A.",
+    "5351": "Assistant: LECTURE: Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?\nFirst, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.\nAfter pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant.\nSOLUTION: Seeds can be big or small. This coconut seed is big.\nSeeds can be many shapes, colors, and sizes. These maple seeds are long and flat.\nSeeds are always black or white. These mustard seeds are black.\nSeeds are always round or oval-shaped. These chestnut seeds are round.\n The answer is B.",
+    "5352": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles.\n The answer is A.",
+    "5355": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince market is between the guide words mechanic - monk, it would be found on that page.\n The answer is B.",
+    "5362": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. The muskmelon plant has two alleles for sweet fruit (f). So, the plant's genotype for the fruit taste gene is ff.\n The answer is B.",
+    "5389": "Assistant: SOLUTION: This state is Pennsylvania.\n The answer is A.",
+    "5400": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.\nSOLUTION: Look at the picture of the box.\nThe jewelry box is made of two different materials. The box is made of wood, and the hinges are metal.\n The answer is A.",
+    "5408": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the Arctic hare.\nDuring the winter, the Arctic hare has thick fur covering its skin. Its skin is adapted for survival in cold places. The Arctic hare uses its fur to keep warm in cold weather.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the caribou has thick fur covering its skin. Its skin is adapted for survival in cold places.\nThe scarlet snake has thin scales covering its skin. Its skin is not adapted for survival in cold places.\n The answer is A.",
+    "5415": "Assistant: LECTURE: A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.\nSOLUTION: Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe crocodile egg fossil is in a deeper layer in the rock sequence than the fern fossil. So, the crocodile egg fossil is most likely older than the fern fossil.\n The answer is A.",
+    "5416": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince ought is between the guide words oar - orphan, it would be found on that page.\n The answer is A.",
+    "5418": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nSOLUTION: The two mugs of cider have the same mass but different temperatures. Since the 40\u00b0C mug of cider is hotter than the 30\u00b0C mug of cider, it has more thermal energy.\n The answer is A.",
+    "5421": "Assistant: LECTURE: A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.\nSOLUTION: The hiker's pull is toward her hand. So, the direction of the pull is toward her hand.\n The answer is A.",
+    "5441": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "5447": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Atlantic Ocean.\n The answer is B.",
+    "5456": "Assistant: LECTURE: A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.\nSOLUTION: The force of Earth's gravity pulls the diver downward into the pool. The direction of the pull is toward the center of Earth.\n The answer is A.",
+    "5469": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nBert noticed that the wind was blowing in from the ocean this afternoon.\nThis passage tells you about the wind direction where Bert was this afternoon. It describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is B.",
+    "5471": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A golden frog is an amphibian. It has moist skin and begins its life in water.\nFrogs live near water or in damp places. Most frogs lay their eggs in water.\nA cardinalfish is a fish. It lives underwater. It has fins, not limbs.\nCardinalfish often live near coral reefs. They are nocturnal, which means that they are active mostly at night.\n The answer is A.",
+    "5472": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: I wear an apron it keeps my dress clean is a run-on sentence. It has two sentences that are joined without end punctuation: I wear an apron and It keeps my dress clean.\n The answer is A.",
+    "5474": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nSOLUTION: Look at the object.\nThink about each property.\nA hard object keeps its shape when you squeeze it. The dress is not hard.\nA soft object changes shape when you squeeze it. The dress is soft.\n The answer is B.",
+    "5475": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nTearing a piece of paper is a physical change. The paper tears into pieces. But each piece is still made of paper.\nStapling an envelope shut is a physical change. The envelope and the staple get new shapes. Both are still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is B.",
+    "5476": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA sticky object can stick to other things. Neither of the objects are sticky.\nBlue is a color.\nThis color is blue. Both objects are blue.\nThe property that both objects have in common is blue.\n The answer is A.",
+    "5490": "Assistant: SOLUTION: This country is Grenada.\n The answer is A.",
+    "5499": "Assistant: SOLUTION: This country is the Federated States of Micronesia.\n The answer is C.",
+    "5507": "Assistant: SOLUTION: Look at the table and images.\nMonica wants broccoli. Diana wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is D.",
+    "5511": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.\nSOLUTION: Look at the picture of the sturgeon.\nThe sturgeon's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding. The sturgeon uses its mouth to find food hidden in the sediment at the bottom of rivers, lakes, and the ocean.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bat ray's mouth is located on the underside of its head. Its mouth points downward. Its mouth is adapted for bottom feeding.\nThe emperor angelfish's mouth is not located on the underside of its head. Its mouth is not adapted for bottom feeding.\n The answer is A.",
+    "5522": "Assistant: SOLUTION: Diana wanted broccoli in her lunch and Gabby was hoping for tomatoes. Look at the labeled part of the images.\nDiana has tomatoes. Gabby has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is C.",
+    "5529": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The first greeting is correct:\nIts first word is capitalized, and it ends with a comma. Mr. Vincent is capitalized because it is a proper noun.\n The answer is B.",
+    "5533": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nSOLUTION: The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a lot on her plate suggests that Reba has many responsibilities. If you have a lot on your plate, you are busy with many different obligations.\n The answer is B.",
+    "5540": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is simple. It is a single independent clause.\nManny took several incredible panoramic photographs of the sweeping view from the top of Table Mountain.\n The answer is D.",
+    "5543": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of an ice skate is 12 inches.\n12 feet, 12 yards, and 12 miles are all too long.\n The answer is B.",
+    "5545": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is A.",
+    "5547": "Assistant: LECTURE: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.\nSOLUTION: The invention of the printing press made it possible to copy books much faster than before. Producers could make many more copies of books than before. So, the supply of books went up.\n The answer is A.",
+    "5548": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is C.",
+    "5559": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.\nSOLUTION: Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.\n The answer is C.",
+    "5563": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the officers.\nWhen Maria called the officers at the bank, she learned that her checking account was overdrawn.\n The answer is B.",
+    "5564": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "5573": "Assistant: SOLUTION: The city is San Antonio, Texas. Chicago, New York City, and San Francisco are marked with gray circles on the map below.\n The answer is A.",
+    "5584": "Assistant: LECTURE: A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.\nSOLUTION: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.\nThe pond has frozen over, so Nellie will go ice skating.\n The answer is A.",
+    "5589": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince boulder is between the guide words bike - bridge, it would be found on that page.\n The answer is A.",
+    "5592": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that the speaker's father doesn't want him to spend time with his friends, because he asks the speaker to help around the house. However, the fact that the father asks the speaker to help around the house doesn't necessarily mean that the father doesn't want the speaker to spend time with his friends. This illustrates a type of logical fallacy known as a straw man.\n The answer is C.",
+    "5603": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.\nSOLUTION: The two oranges are made of the same material and have the same mass. So, the hotter orange has more thermal energy.\n The answer is B.",
+    "5606": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nSOLUTION: Look at the object.\nThink about each property.\nA rough object feels scratchy when you touch it. The pineapple is not rough.\nA stretchy object gets longer when you pull on it. The pineapple is stretchy.\n The answer is B.",
+    "5611": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is A.",
+    "5618": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is A.",
+    "5623": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the short-tailed weasel.\nDuring the winter, the short-tailed weasel has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThis Arctic fox has white fur covering its body. It is adapted to be camouflaged in the snow.\nThe screech owl has gray and brown feathers on its skin. It is not adapted to be camouflaged in the snow.\n The answer is A.",
+    "5625": "Assistant: SOLUTION: Look at the picture.\nThe way an animal looks can help to keep it safe from predators. Some animals use camouflage. These animals may blend into their environments so that it is hard for them to be seen.\n The answer is A.",
+    "5634": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: Sacramento is the capital of California the state government meets there is a run-on sentence. It has two sentences that are joined without end punctuation: Sacramento is the capital of California and The state government meets there.\n The answer is B.",
+    "5637": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is C.",
+    "5639": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun she could refer to Megan or Carly.\nMegan smiled and said hello when she ran into Carly at the post office.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nWhen Megan ran into Carly at the post office, she smiled and said hello.\n The answer is B.",
+    "5642": "Assistant: SOLUTION: This country is Samoa.\n The answer is A.",
+    "5648": "Assistant: LECTURE: A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nSOLUTION: The temperature of each pizza decreased, which means that the thermal energy of each pizza decreased. So, thermal energy was transferred from each pizza to the surroundings.\n The answer is B.",
+    "5651": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.\nSOLUTION: The best estimate for the volume of a water pitcher is 11 cups.\n11 fluid ounces is too little and 11 gallons is too much.\n The answer is C.",
+    "5663": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\n The answer is C.",
+    "5664": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of a can of soda pop is 345 milliliters.\n345 liters is too much.\n The answer is A.",
+    "5667": "Assistant: SOLUTION: Charleston is the capital of West Virginia.\n The answer is B.",
+    "5671": "Assistant: LECTURE: A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks.\nSOLUTION: This is a run-on sentence. It is formed from two sentences run together, joined without punctuation.\nThe first car that Mr. Castro bought is still the most precious in his collection it's a 1971 Chevrolet Chevelle.\nHere is one way to fix the run-on sentence:\nThe first car that Mr. Castro bought is still the most precious in his collection; it's a 1971 Chevrolet Chevelle.\n The answer is A.",
+    "5674": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A black howler's scientific name is Alouatta caraya.\nOvis canadensis does not have the same scientific name as a black howler. So, Alouatta caraya and Ovis canadensis are not in the same species.\nAlouatta caraya has the same scientific name as a black howler. So, these organisms are in the same species.\nOvis orientalis does not have the same scientific name as a black howler. So, Alouatta caraya and Ovis orientalis are not in the same species.\n The answer is B.",
+    "5683": "Assistant: LECTURE: Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds.\nSOLUTION: The words back and pack rhyme. They both end with the ack sound.\nThe word tune does not rhyme. It ends with a different sound.\n The answer is B.",
+    "5691": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nBlue is a color.\nThis color is blue. The popcorn and the log are not blue.\nSugar has a sweet taste. All three objects are sweet.\nA lemon has a sour taste. None of the objects are sour.\nThe property that all three objects have in common is sweet.\n The answer is A.",
+    "5694": "Assistant: SOLUTION: Trenton is the capital of New Jersey.\n The answer is B.",
+    "5696": "Assistant: SOLUTION: This country is New Zealand.\n The answer is D.",
+    "5697": "Assistant: SOLUTION: The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.\n The answer is A.",
+    "5698": "Assistant: SOLUTION: In a bull's-eye, the center of the target is where the two circles overlap. The first circle is the bull's-eye itself. The second circle is where the darts land.\n The answer is B.",
+    "5710": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.\nSOLUTION: The best estimate for the volume of a bottle of hair spray is 10 fluid ounces.\n10 cups and 10 gallons are both too much.\n The answer is A.",
+    "5711": "Assistant: LECTURE: A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.\nSOLUTION: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.\nSusan finished her book, but she got two more from the library.\n The answer is B.",
+    "5720": "Assistant: LECTURE: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners.\nSOLUTION: The first confirmation text message is more formal. It uses complete sentences, avoids slang (thanks), and uses the person's title (Dr.). The other confirmation text message includes more casual language and sentence fragments.\n The answer is B.",
+    "5722": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun she could refer to Amy or Annie.\nAmy asked Annie to make a flourless chocolate cake for their book club meeting because she has a gluten allergy.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nBecause Annie has a gluten allergy, Amy asked her to make a flourless chocolate cake for their book club meeting.\n The answer is A.",
+    "5724": "Assistant: LECTURE: Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.\nSOLUTION: A cat is a mammal. Like other mammals, a cat is a vertebrate. It has a backbone.\nLike other spiders, an orb weaver is an invertebrate. It does not have a backbone. It has an exoskeleton.\n The answer is B.",
+    "5725": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the short-tailed weasel.\nDuring the winter, the short-tailed weasel has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe polar bear has white fur covering its body. It is adapted to be camouflaged in the snow.\nThe porcupine has black-and-white spines covering its body. It is not adapted to be camouflaged in the snow.\n The answer is A.",
+    "5726": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. Bullseye's observable version of the fur color trait is brown fur. So, Bullseye's phenotype for the fur color trait is brown fur.\n The answer is B.",
+    "5734": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince accuse is not between the guide words another - away, it would not be found on that page.\n The answer is B.",
+    "5736": "Assistant: SOLUTION: Saint Paul is the capital of Minnesota.\n The answer is A.",
+    "5747": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nSOLUTION: The text uses an allusion, a brief reference to someone or something well known.\nThe allusion to an ark suggests that Christine thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds.\n The answer is B.",
+    "5748": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Idaho is farthest west.\n The answer is C.",
+    "5755": "Assistant: LECTURE: A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping.\nSOLUTION: The first sentence states a fact.\nThe United States government can collect taxes.\nIt can be proved by reading a book or an article about taxes.\nThe second sentence states an opinion.\nPeople are taxed too much.\nToo much shows what a person believes, thinks, or feels. Another person might have a different opinion about how much is too much.\n The answer is A.",
+    "5761": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in future tense. You can tell because it uses will before the main verb, raise. The verb tells you about something that is going to happen.\n The answer is B.",
+    "5770": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nAn opaque object does not let light through. The ceramic mug is opaque, but the window, the ice, and the snow are not.\nA fragile object will break into pieces if you drop it. All four objects are fragile.\nYou can see clearly through a transparent object. The window, the ice, and the snow are transparent, but the ceramic mug is not.\nThe property that all four objects have in common is fragile.\n The answer is A.",
+    "5774": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nSOLUTION: The table tells you that two out of the eight planets are made mainly of rock. So, one-fourth, or 25%, of the planets are made mainly of rock.\n The answer is B.",
+    "5781": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.\n The answer is A.",
+    "5789": "Assistant: LECTURE: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!\nSOLUTION: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nA skull is not a pure substance. But all minerals are pure substances.\nSo, a skull is not a mineral.\nHornblende is a mineral.\nQuartz is a mineral.\n The answer is C.",
+    "5795": "Assistant: SOLUTION: Concord is the capital of New Hampshire.\n The answer is D.",
+    "5801": "Assistant: SOLUTION: Phoenix is the capital of Arizona.\n The answer is A.",
+    "5805": "Assistant: SOLUTION: This country is the Marshall Islands.\nDoes the Marshall Islands have any territorial disputes?\nThe Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States claimed Wake Island in 1899 and has controlled it since then. But the Marshall Islands considers the island part of its territory. It says that its people have traveled to the island to gather food and resources for many years. Today, the island is mainly used by the U.S. Air Force.\n The answer is D.",
+    "5806": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Texas is farthest south.\n The answer is D.",
+    "5808": "Assistant: SOLUTION: Announce doesn't belong.\nTell, say, and write all name things you do while talking.\n The answer is C.",
+    "5812": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.\nSOLUTION: The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.\n The answer is B.",
+    "5816": "Assistant: SOLUTION: Look at the table and images.\nKevin wants broccoli. Aaliyah wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is B.",
+    "5828": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is B.",
+    "5830": "Assistant: LECTURE: All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. Living things use this energy to grow and change. All living things grow and change during their lives.\nAll living things sense changes in the world around them. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense.\nSOLUTION: A street lamp is not a living thing.\nStreet lamps do not have all of the traits of living things. They do not grow or respond to the world around them. They do not need food or water.\nA spruce tree is a living thing.\nSpruce trees grow and respond to the world around them. They need food and water. Spruce trees are made up of many living things called cells.\n The answer is B.",
+    "5836": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Australia.\n The answer is C.",
+    "5840": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.\nSOLUTION: The two bath towels are made of the same material and have the same mass. So, the hotter bath towel has more thermal energy.\n The answer is A.",
+    "5845": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence tells about something, and it ends with a period. It is a declarative sentence.\n The answer is B.",
+    "5859": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nLet go is an indirect way of saying fired.\n The answer is A.",
+    "5864": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is B.",
+    "5871": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of a paper drinking cup is 150 milliliters.\n150 liters is too much.\n The answer is B.",
+    "5876": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of a garden snail is 35 millimeters.\n35 centimeters and 35 meters are both too long.\n The answer is A.",
+    "5880": "Assistant: SOLUTION: Holi is a Hindu festival that celebrates the beginning of spring.\n The answer is C.",
+    "5881": "Assistant: LECTURE: In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or\nSOLUTION: Capitalize the first word, the last word, and every important word in between. The word for is not important, so it should not be capitalized.\nThe correct title is Bad Kitty for President.\n The answer is B.",
+    "5886": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.\nSOLUTION: An ocean sunfish is a fish. It lives underwater. It has fins, not limbs.\nOcean sunfish have a flat body and wide fins. They sometimes swim to the ocean's surface to rest in the sun.\nA wombat is a mammal. It has fur and feeds its young milk.\nWombats have strong claws on their front feet. They use their claws to dig underground holes called burrows.\nA flamingo is a bird. It has feathers, two wings, and a beak.\nFlamingos live in large groups. These groups are called flocks.\nA barn owl is a bird. It has feathers, two wings, and a beak.\nBarn owls live on every continent except Antarctica.\n The answer is A.",
+    "5888": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.\n The answer is A.",
+    "5889": "Assistant: LECTURE: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense.\nSOLUTION: A hedge maze is not a living thing.\nHedge mazes do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nA crayon is not a living thing.\nCrayons do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nA toy car is not a living thing.\nToy cars do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nA ferris wheel is a living thing.\nFerris wheels grow and respond to their environment. They need food and water. Ferris wheels are made up of many cells.\n The answer is B.",
+    "5890": "Assistant: SOLUTION: Dover is the capital of Delaware.\n The answer is B.",
+    "5893": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses a pun, a word or phrase that humorously suggests more than one meaning.\nImpossible to put down means that the book is so good that it is hard to stop reading. The phrase impossible to put down is also a joke about anti-gravity: if gravity pulls things down, perhaps anti-gravity does the opposite and makes them impossible to put down.\n The answer is A.",
+    "5900": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The first sentence is less formal. You can tell because it uses overly simple or imprecise language (has, things).\nThe second sentence uses more precise language, so it is more formal overall.\n The answer is A.",
+    "5901": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince shower is not between the guide words seven - strange, it would not be found on that page.\n The answer is B.",
+    "5903": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince scooter is not between the guide words shop - swept, it would not be found on that page.\n The answer is B.",
+    "5912": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.\n The answer is A.",
+    "5913": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A gorilla is a mammal. It has fur and feeds its young milk.\nA dwarf crocodile is a reptile. It has scaly, waterproof skin.\n The answer is A.",
+    "5919": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion We're not in Kansas anymore is a movie.\nIn the 1939 film The Wizard of Oz, Dorothy, a young farm girl from Kansas, finds herself in Oz, an unusual place that looks nothing like her home. She says to her dog, \"Toto, I've a feeling we're not in Kansas anymore.\"\nThe allusion We're not in Kansas anymore means we're in an unfamiliar place.\n The answer is A.",
+    "5922": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is B.",
+    "5925": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.\nSOLUTION: Look at the picture of the common swift.\nA short, thin beak is light and easy to move. The common swift uses its beak to grab fast-moving insects while flying.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe barn swallow has a short, thin beak. Its beak is adapted to catch insects.\nThe hanging parrot has a small hooked beak. Its beak is not adapted to catch insects. The hanging parrot uses its beak to eat fruit and seeds.\n The answer is B.",
+    "5933": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A tawny owl's scientific name is Strix aluco. The first word of its scientific name is Strix.\nGoura cristata is in the genus Goura. The first word of its scientific name is Goura. So, Goura cristata and Strix aluco are not in the same genus.\nCyanocitta cristata is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta cristata and Strix aluco are not in the same genus.\nThis organism and the tawny owl are in the same genus and the same species! Both organisms have the same scientific name, Strix aluco.\n The answer is B.",
+    "5934": "Assistant: SOLUTION: Nashville is the capital of Tennessee.\n The answer is B.",
+    "5940": "Assistant: LECTURE: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw.\nSOLUTION: The second sentence states a fact.\nFor thousands of years, the natives of Greenland used kayaks for hunting and fishing.\nIt can be proved by reading a book about kayaks.\nThe first sentence states an opinion.\nPaddling a kayak down a river is the most unforgettable experience.\nMost unforgettable shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes an experience unforgettable.\n The answer is B.",
+    "5946": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses nauseous in its traditional sense: causing disgust or nausea.\nLara's little brother looked a little nauseous after eating mounds of candy and then going on the dizzying rides at the state fair.\nThe second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nLara's little brother looked a little sick after eating mounds of candy and then going on the nauseous rides at the state fair.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard.\n The answer is B.",
+    "5956": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.\nSOLUTION: Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.\n The answer is C.",
+    "5959": "Assistant: LECTURE: In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or\nSOLUTION: Capitalize the first word, the last word, and every important word in between. The words in and the are not important, so they should not be capitalized.\nThe correct title is \"The Wolf in Sheep's Clothing.\"\n The answer is B.",
+    "5961": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Krysta doesn't have school spirit, because she doesn't go to football games. However, there may be a number of reasons why Krysta doesn't go to football games. This illustrates a type of logical fallacy known as a false dichotomy.\n The answer is A.",
+    "5975": "Assistant: LECTURE: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it.\nSOLUTION: Flexible is a property. A flexible material can be bent without breaking easily.\nLook at each picture, one at a time. Imagine bending the material shown in each picture.\nOf the choices, the tape is more flexible. If you bend tape, it will not break.\n The answer is A.",
+    "5978": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nBleaching clothes is a physical change. The bleach reacts with dark stains on the clothes. The reaction changes the stains into different types of matter that wash away easily.\nA piece of apple turning brown is a chemical change. The apple reacts with oxygen in the air and turns into a different type of matter.\nIf you scrape off the brown layer of the apple, the inside is still white. The inside hasn't touched the air. So the chemical change didn't happen to that part of the apple.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBleaching clothes is a physical change. But a piece of apple turning brown is not.\nBoth are chemical changes.\nA piece of apple turning brown is a chemical change. But bleaching clothes is not.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is C.",
+    "5981": "Assistant: SOLUTION: Oklahoma City is the capital of Oklahoma.\n The answer is B.",
+    "5986": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. None of the objects are transparent.\nA slippery object is hard to hold onto or stand on. All three objects are slippery.\nA bouncy object will bounce back from the floor if you drop it. The wet bar of soap and the ceramic mug are not bouncy.\nThe property that all three objects have in common is slippery.\n The answer is C.",
+    "5990": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. The Channel catfish's observable version of the body color trait is a brown body. So, the catfish's phenotype for the body color trait is a brown body.\n The answer is A.",
+    "5991": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the bear sedge.\nThere are two arrows pointing to the collared lemming. One arrow starts from the bear sedge, and the other arrow starts from the lichen. The lichen does not have any arrows pointing to it. So, in this food web, matter does not move from the bear sedge to the collared lemming.\n The answer is B.",
+    "5992": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "5994": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nIguazu Falls is one of the largest waterfalls in the world. It is located in South America. Low rainfall in 1978 caused the falls to run dry that year.\nThe underlined part of the passage tells you about the amount of rainfall at Iguazu Falls in 1978. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is B.",
+    "5995": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.\nSOLUTION: Look at the picture of the hawfinch.\nThe hawfinch has a short, thick beak. Its beak is adapted to crack hard seeds. The hawfinch uses its short, thick beak to press down on a seed and crack open its hard shell.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe Asian golden weaver has a short, thick beak. Its beak is adapted to crack hard seeds.\nThe common swift has a short, thin beak. Its beak is not adapted to crack hard seeds. The common swift uses its beak to eat insects and other small invertebrates.\n The answer is B.",
+    "5998": "Assistant: SOLUTION: Olympia is the capital of Washington.\n The answer is C.",
+    "6001": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nSOLUTION: The table tells you that of the eight planets, two are made mainly of gas and two are made mainly of ice. So, four of the eight, or half, of the planets are made mainly of gas or ice.\n The answer is B.",
+    "6005": "Assistant: LECTURE: Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food.\nSOLUTION: A maple tree is a plant. It has star-shaped leaves.\nMaple trees have green leaves in the spring and summer. In the fall, their leaves turn yellow, red, or brown.\nA wombat is an animal. It eats plants.\nWombats are small animals. They can be as short as 28 centimeters.\n The answer is A.",
+    "6008": "Assistant: SOLUTION: This state is Tennessee.\n The answer is A.",
+    "6020": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the lichen.\nThe only arrow pointing to the bear sedge starts from the Arctic fox. The only arrow pointing to the Arctic fox starts from the brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the bear sedge.\n The answer is A.",
+    "6023": "Assistant: SOLUTION: African wild dogs live in packs. Between 3 and 20 adult African wild dogs live together in a pack.\n The answer is A.",
+    "6028": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.\nSOLUTION: Look at the picture of the door.\nThe door is made of two different materials. The door is made of wood, and the hinges are metal.\n The answer is A.",
+    "6029": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.\nAn avid reader, Philip attends weekly book club meetings, and he finishes several novels every month.\n The answer is D.",
+    "6037": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Senator Fischer hates children, because she wants to cut education funding. However, the fact that Senator Fischer wants to cut education funding doesn't necessarily suggest that she hates children. This illustrates a type of logical fallacy known as a straw man.\n The answer is A.",
+    "6046": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Cinderella is a fairy tale.\nIn the story of Cinderella, a young girl lives with her cruel stepmother and stepsisters. She is frequently described as being like Cinderella from the fairy tale.\n The answer is A.",
+    "6051": "Assistant: SOLUTION: This country is The Bahamas.\n The answer is B.",
+    "6052": "Assistant: LECTURE: Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food.\nSOLUTION: An orange tree is a plant. It can grow fruit.\nOrange trees grow in sunny, warm places. They can be damaged by cold weather.\nAn orca is an animal. It swims in the ocean.\nOrcas eat fish. They are part of the ocean food chain.\n The answer is A.",
+    "6054": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "6072": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Sage's genotype for the coat color gene is ll. Sage's genotype of ll has only l alleles. The l allele is for a reddish-brown coat. So, Sage's phenotype for the coat color trait must be a reddish-brown coat.\nTo check this answer, consider whether Sage's alleles are dominant or recessive. The allele for a reddish-brown coat (l) is recessive to the allele for a black coat (L). This means L is a dominant allele, and l is a recessive allele.\nSage's genotype of ll has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Sage's phenotype for the coat color trait must be a reddish-brown coat.\n The answer is B.",
+    "6078": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait.\n The answer is A.",
+    "6083": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: Mars has a special name it is called the red planet is a complete sentence. The subject is Mars, and the verb is is.\n The answer is B.",
+    "6091": "Assistant: LECTURE: In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.\nSOLUTION: Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 5 solute particles on the left side of the membrane and 3 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There was 1 more solute particle on the right side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.\n The answer is B.",
+    "6092": "Assistant: LECTURE: In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or\nSOLUTION: Capitalize the first word, the last word, and every important word in between. The word man is not important, so it should not be capitalized.\nThe correct title is The Elephant Man.\n The answer is B.",
+    "6096": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: An agile wallaby's scientific name is Macropus agilis. The first word of its scientific name is Macropus.\nLacerta agilis and Macropus agilis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Lacerta agilis and Macropus agilis have the same species name within their genus, agilis. But the first words of their scientific names are different. Lacerta agilis is in the genus Lacerta, and Macropus agilis is in the genus Macropus.\nThis organism and the agile wallaby are in the same genus and the same species! Both organisms have the same scientific name, Macropus agilis.\nHyla cinerea is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla cinerea and Macropus agilis are not in the same genus.\n The answer is A.",
+    "6099": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.\n The answer is A.",
+    "6112": "Assistant: SOLUTION: Olympia is the capital of Washington.\n The answer is D.",
+    "6115": "Assistant: LECTURE: Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.\nSOLUTION: To describe the average precipitation trends in London, look at the graph.\nChoice \"May\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Nov\" is incorrect.\nJuly has an average monthly precipitation of about 70 millimeters. This is higher than in any other month. So, July has the lowest average precipitation.\n The answer is B.",
+    "6116": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince since is not between the guide words serape - spice, it would not be found on that page.\n The answer is A.",
+    "6118": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is B.",
+    "6120": "Assistant: SOLUTION: This country is Trinidad and Tobago.\n The answer is B.",
+    "6123": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A green tree frog's scientific name is Hyla cinerea. The first word of its scientific name is Hyla.\nStrix aluco is in the genus Strix. The first word of its scientific name is Strix. So, Strix aluco and Hyla cinerea are not in the same genus.\nArdea cinerea and Hyla cinerea are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Ardea cinerea and Hyla cinerea have the same species name within their genus, cinerea. But the first words of their scientific names are different. Ardea cinerea is in the genus Ardea, and Hyla cinerea is in the genus Hyla.\nThis organism and the green tree frog are in the same genus and the same species! Both organisms have the same scientific name, Hyla cinerea.\n The answer is C.",
+    "6125": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Moxie's genotype for the wool color gene is ll. Moxie's genotype of ll has only l alleles. The l allele is for black wool. So, Moxie's phenotype for the wool color trait must be black wool.\nTo check this answer, consider whether Moxie's alleles are dominant or recessive. The allele for black wool (l) is recessive to the allele for white wool (L). This means L is a dominant allele, and l is a recessive allele.\nMoxie's genotype of ll has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Moxie's phenotype for the wool color trait must be black wool.\n The answer is A.",
+    "6127": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nSOLUTION: The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction if.\nIf we hike Bright Angel Trail in the Grand Canyon, we won't see Mooney Falls.\n The answer is B.",
+    "6129": "Assistant: SOLUTION: This state is Utah.\n The answer is A.",
+    "6133": "Assistant: LECTURE: Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food.\nSOLUTION: A bison is an animal. It eats mostly grass.\nA bison is a mammal. Unlike other mammals, bison can use their horns to defend themselves.\nA pear tree is a plant. It has green leaves.\nWild pear trees grow in Europe, north Africa, and Asia.\n The answer is A.",
+    "6138": "Assistant: LECTURE: Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader.\nSOLUTION: This sentence uses a metaphor:\nMr. Casey's long legs were sunflower stalks.\nThe words legs and sunflower stalks are compared without the word like or as.\nThis sentence uses a simile:\nMr. Casey's legs were as long as sunflower stalks.\nThe words legs and sunflower stalks are compared using the word as.\n The answer is A.",
+    "6144": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A white stork is a bird. It has feathers, two wings, and a beak.\nStorks wade in shallow water to look for food. Storks eat fish, insects, worms, and other small animals.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years.\n The answer is B.",
+    "6145": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Maine is farthest east.\n The answer is B.",
+    "6152": "Assistant: LECTURE: Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.\nSOLUTION: In this experiment, Martina investigated whether spraying air plants with water every day in addition to soaking them affects the plants' growth. So, the plants that were soaked in water and sprayed were part of an experimental group.\nThe plants that were only soaked in water did not get sprayed every day. So, they were not part of an experimental group.\n The answer is A.",
+    "6162": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nSOLUTION: The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a lot on her plate suggests that Devon has many responsibilities. If you have a lot on your plate, you are busy with many different obligations.\n The answer is B.",
+    "6163": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nSOLUTION: The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a lot on her plate suggests that Rachel has many responsibilities. If you have a lot on your plate, you are busy with many different obligations.\n The answer is A.",
+    "6164": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is C.",
+    "6179": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The second text uses factoid in its traditional sense: something made up presented as a true fact.\nThe Livingston Daily Mail was forced to issue a retraction after printing a factoid about Livingston's founder. It turned out that the reporter had written the article based on local legend rather than researching the actual history.\nThe first text uses factoid in its nontraditional sense: a trivial but true fact.\nA reporter for the Livingston Daily Mail dug up an amusing factoid about Livingston's founder while researching for an article about the town's early years.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard.\n The answer is A.",
+    "6184": "Assistant:\n The answer is C.",
+    "6185": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is A.",
+    "6186": "Assistant: LECTURE: Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader.\nSOLUTION: On that winter morning, Brittany's hands were as cold as ice.\nThe words hands and ice are compared using the word as. So, the sentence uses a simile.\n The answer is B.",
+    "6187": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince persuade is between the guide words prey - punch, it would be found on that page.\n The answer is A.",
+    "6188": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: Over the summer, my cousin Reba visited many times is a complete sentence. The subject is my cousin Reba, and the verb is visited.\n The answer is A.",
+    "6193": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The second answer choice contains a vague pronoun reference. The pronoun them could refer to the citizens or several competent city council members.\nThe citizens of Oakland have elected several competent city council members, but the mayor's office has prevented them from significantly influencing policy.\nThe first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nSeveral competent city council members have been elected in Oakland, but the mayor's office has prevented the council members from significantly influencing policy.\n The answer is B.",
+    "6201": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is A.",
+    "6204": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The second sentence is less formal. You can tell because it uses an idiom (in hot water).\nThe first sentence uses formal language in place of the idiom, so it is more formal overall.\n The answer is B.",
+    "6207": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is North America.\n The answer is B.",
+    "6212": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.\n The answer is D.",
+    "6214": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A movie should be in italics.\nThe correct title is **In an Old House**.\n The answer is B.",
+    "6215": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.\n The answer is A.",
+    "6219": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is A.",
+    "6222": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nA piece of pizza rotting is a chemical change. The matter in the pizza breaks down and slowly turns into a different type of matter.\nCooking an egg is a chemical change. The heat causes the matter in the egg to change. Cooked egg and raw egg are different types of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nCooking is caused by heating. But a piece of pizza rotting is not.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is A.",
+    "6223": "Assistant: LECTURE: Evidence is information that tells you something happened.\nHow do you look for evidence of a change to Earth's surface?\nThere are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.\nHere are some examples of what the evidence for different changes might be:\nCause of the change | Evidence of the change\nearthquake | cracks in the ground; houses with broken walls and roofs\nvolcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground\nerosion | a canyon with a river flowing through it; a river carrying sand and mud\nBe careful when you are looking for evidence!\nA picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!\nFor example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.\n The answer is A.",
+    "6232": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nPut their dog to sleep is a more indirect way of saying have the veterinarian kill their dog.\n The answer is A.",
+    "6245": "Assistant: LECTURE: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object.\nSOLUTION: To determine if there is a net force on Valeria, look at the forces:\nEarth's gravity is pulling Valeria down with a force of 600 N.\nThe seat of the cart is pushing Valeria up with a force of 1,200 N.\nThe forces are in opposite directions, and the forces have different magnitudes: 600 N and 1,200 N. This means that the forces are unbalanced, so there is a net force on Valeria.\n The answer is A.",
+    "6257": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A black-tailed jackrabbit's scientific name is Lepus californicus.\nSciurus vulgaris does not have the same scientific name as a black-tailed jackrabbit. So, Lepus californicus and Sciurus vulgaris are not in the same species.\nLepus californicus has the same scientific name as a black-tailed jackrabbit. So, these organisms are in the same species.\nErinaceus europaeus does not have the same scientific name as a black-tailed jackrabbit. So, Lepus californicus and Erinaceus europaeus are not in the same species.\n The answer is A.",
+    "6263": "Assistant: SOLUTION: Raleigh is the capital of North Carolina.\n The answer is A.",
+    "6266": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nSOLUTION: The table tells you that the four largest planets are Jupiter, Saturn, Uranus, and Neptune. Jupiter and Saturn are made mainly of gas. Uranus and Neptune are made mainly of ice. So, of the four largest planets, two are made mainly of gas.\n The answer is B.",
+    "6269": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.\nSOLUTION: Look at the picture of the coat.\nThe coat is made of two materials. The buttons are made of plastic. The rest of the coat is made of a strong and light material called nylon.\n The answer is B.",
+    "6278": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nDownsizing is an indirect way of saying that the company is planning on firing employees, closing shops or branches, and/or reducing its budget.\n The answer is A.",
+    "6283": "Assistant: LECTURE: A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping.\nSOLUTION: The first sentence states a fact.\nSome mosquitoes carry germs that can cause diseases like yellow fever.\nIt can be proved by looking up information about mosquitoes.\nThe second sentence states an opinion.\nThe worst diseases are spread to humans by mosquitoes.\nWorst shows what a person believes, thinks, or feels. Another person might have a different opinion about which diseases are the worst.\n The answer is A.",
+    "6290": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.\nSOLUTION: Look at the picture of the coat.\nThe coat is made of two materials. The buttons are made of plastic. The rest of the coat is made of wool.\nWool comes from the fluffy coats of sheep! First, a farmer cuts the sheep's coats. Then, the wool is spun into yarn. The yarn can be dyed and used to make clothes.\n The answer is B.",
+    "6291": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A gray tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.\nA flamingo is a bird. It has feathers, two wings, and a beak.\nFlamingos live in large groups. These groups are called flocks.\n The answer is A.",
+    "6293": "Assistant: LECTURE: Rocks are made of minerals. Here are some properties of rocks:\nThey are solid.\nThey are formed in nature.\nThey are not made by living things.\nThey are not pure substances.\nSOLUTION: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.\nSteel is made in a factory. But all rocks are formed in nature.\nSo, steel is not a rock.\nGabbro is a rock.\nRhyolite is a rock.\n The answer is A.",
+    "6304": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA smooth object is not scratchy or rough. The tree bark and the log are scratchy.\nA slippery object is hard to hold onto or stand on. The tree bark and the log are not slippery.\nA scratchy object is rough and itchy against your skin. All three objects are scratchy.\nThe property that all three objects have in common is scratchy.\n The answer is B.",
+    "6306": "Assistant: SOLUTION: Look at the table and images.\nNaomi wants broccoli. Emilia wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is C.",
+    "6307": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: Susan's bedroom is neat she puts everything away is a run-on sentence. It has two sentences that are joined without end punctuation: Susan's bedroom is neat and She puts everything away.\n The answer is A.",
+    "6308": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nSOLUTION: Look at the object.\nThink about each property.\nA scratchy object is rough and itchy against your skin. The corn on the cob is scratchy.\nYellow is a color.\nThis color is yellow. The corn on the cob is yellow.\n The answer is B.",
+    "6316": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Professor Powell's research is untrustworthy because someone else at her university was caught falsifying data. However, this isn't necessarily true. The practices of one researcher at a university do not necessarily reflect the practices of another researcher at the same university. This illustrates a type of logical fallacy known as guilt by association.\n The answer is A.",
+    "6323": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.\nSOLUTION: The bubbles in soda are a gas. A gas expands to fill a space.\nThe bubbles in soda expand to fill all the space in the glass. If the bubbles pop, they will expand to fill a much larger space.\n The answer is A.",
+    "6326": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Nevada is farthest west.\n The answer is B.",
+    "6327": "Assistant: LECTURE: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same\nSOLUTION: Think about how the distance between Sanjay and the center of Earth changed.\nThe summit of the mountain was higher than the point where Sanjay started hiking. As he hiked toward the summit, the distance between Sanjay and the center of Earth increased. So, the gravitational potential energy stored between Sanjay and Earth increased as he hiked toward the summit.\n The answer is C.",
+    "6329": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.\nSOLUTION: Look at the picture of the bearded dragon.\nWhen frightened, the bearded dragon can spread out its hind legs to appear larger and more dangerous. If a predator is nearby, the bearded dragon can raise its body temperature to make itself seem more dangerous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe spectacled cobra has a hood around its neck. It uses its neck to appear larger and more dangerous to a predator.\nThe lace monitor has a short neck. Its neck is not adapted to help it appear larger and more dangerous to a predator.\n The answer is B.",
+    "6331": "Assistant: SOLUTION: Boise is the capital of Idaho.\n The answer is B.",
+    "6334": "Assistant: SOLUTION: Cheyenne is the capital of Wyoming.\n The answer is B.",
+    "6338": "Assistant: SOLUTION: Montpelier is the capital of Vermont.\n The answer is A.",
+    "6345": "Assistant: LECTURE: Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.\nScientists use both ball-and-stick models and chemical formulas to represent molecules.\nA ball-and-stick model of a molecule is shown below.\nThe balls represent atoms. The sticks represent the chemical bonds between the atoms. Balls that are different colors represent atoms of different elements. The element that each color represents is shown in the legend.\nEvery element has its own abbreviation, called its atomic symbol. Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.\nThe molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.\nThe chemical formula for a substance contains the atomic symbol for each element in the substance. Many chemical formulas also contain subscripts. A subscript is small text placed lower than the normal line of text. Each subscript in a chemical formula is placed after the symbol for an element and tells you how many atoms of that element that symbol represents. If there is no subscript after a symbol, that symbol represents one atom.\nSo, the chemical formula for a substance tells you which elements make up that substance. It also tells you the ratio of the atoms of those elements in the substance. For example, the chemical formula below tells you that there are three chlorine atoms for every one boron atom in the substance. This chemical formula represents the same substance as the ball-and-stick model shown above.\nSOLUTION: H is the symbol for hydrogen. According to the legend, hydrogen atoms are shown in light gray. O is the symbol for oxygen. According to the legend, oxygen atoms are shown in red. This ball-and-stick model shows a molecule with two hydrogen atoms and one oxygen atom. The chemical formula will contain the symbols H and O. There are two hydrogen atoms, so H will have a subscript of 2. There is one oxygen atom, so O will not have a subscript. The correct formula is H2 O. The diagram below shows how each part of the chemical formula matches with each part of the model above.\n The answer is C.",
+    "6365": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Hazel wants or needs:\nHazel will give up the chance to watch the movie that she is more excited about.\n The answer is A.",
+    "6371": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is B.",
+    "6372": "Assistant: SOLUTION: Indianapolis is the capital of Indiana.\n The answer is B.",
+    "6375": "Assistant: LECTURE: Earth's surface is covered by many different features. Some of these features are hills and mountains. Others are valleys and canyons.\nElevation is a property that tells you how high a location is. Elevation can be described in units of feet or meters.\nSOLUTION: Look at the picture.\nThe tops of the mountains are at a higher elevation than the valley below.\n The answer is C.",
+    "6376": "Assistant: LECTURE: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense.\nSOLUTION: A pebble is not a living thing.\nPebbles do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nA ferris wheel is not a living thing.\nA ferris wheel does not have all the traits of a living thing. It moves in a circle, but it does not grow. It does not need food or water.\nA television is not a living thing.\nA television does not have all the traits of a living thing. It can receive information from the world, but it does not grow or respond to its environment. It does not need food or water.\nA cabbage in a field is a living thing.\nCabbages grow and respond to their environment. They need food and water. Cabbages are made up of many cells.\n The answer is B.",
+    "6377": "Assistant: SOLUTION: Sarah wanted broccoli in her lunch and Dave was hoping for tomatoes. Look at the labeled part of the images.\nSarah has tomatoes. Dave has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is A.",
+    "6378": "Assistant: LECTURE: In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or\nSOLUTION: Capitalize the first word, the last word, and every important word in between. The word but is not important, so it should not be capitalized.\nThe correct title is No Time but Now.\n The answer is A.",
+    "6381": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, Masoala National Park has year-round rain. It also has many different types of organisms.\n The answer is A.",
+    "6387": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Australia.\n The answer is A.",
+    "6391": "Assistant: SOLUTION: Cheyenne is the capital of Wyoming.\n The answer is D.",
+    "6400": "Assistant: SOLUTION: Annapolis is the capital of Maryland.\n The answer is C.",
+    "6406": "Assistant: SOLUTION: Salem is the capital of Oregon.\n The answer is B.",
+    "6408": "Assistant: SOLUTION: The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.\n The answer is C.",
+    "6410": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: You need to determine Chirpie's phenotype for the body feather color trait. First, consider the alleles in Chirpie's genotype for the body feather color gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for blue body feathers (b) is recessive to the allele for green body feathers (B). This means B is a dominant allele, and b is a recessive allele.\nChirpie's genotype of Bb has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Chirpie's phenotype for the body feather color trait must be green body feathers.\n The answer is B.",
+    "6412": "Assistant: SOLUTION: Look at the table and images.\nTara wants broccoli. Jeremiah wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is D.",
+    "6442": "Assistant: LECTURE: Flexible is a property. A flexible object can be bent without breaking easily.\nClay is a flexible material. When clay dries out, it can become very hard.\nA ceramic mug is made of clay. However, a ceramic mug is not flexible. If you bend a ceramic mug, it will break!\nNylon shorts are flexible. If you fold nylon fabric, it will not break.\n The answer is A.",
+    "6445": "Assistant: SOLUTION: Tallahassee is the capital of Florida.\n The answer is A.",
+    "6454": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.\n The answer is C.",
+    "6455": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that wearing expensive clothing leads to getting a raise. However, that's not necessarily true. For instance, a person might get a raise without wearing expensive clothing. This illustrates a type of logical fallacy known as false causation.\n The answer is A.",
+    "6457": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\nSOLUTION: Use the model to determine whether ethane is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of ethane is composed of eight hydrogen atoms and three carbon atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that ethane is composed of two chemical elements: hydrogen and carbon. Since ethane is composed of multiple chemical elements bonded together, ethane is a compound.\n The answer is B.",
+    "6467": "Assistant: SOLUTION: Look at the passage. It tells you why young Mae looked at the stars.\nMae Jemison always wanted to go to space. As a child, she looked at the stars and dreamed of flying there. She also liked to read books about stars, planets, and space.\n The answer is B.",
+    "6469": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "6470": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water.\nSOLUTION: Dry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation.\nDry ice becoming a gas is a physical change. A change of state does not form a different type of matter.\n The answer is B.",
+    "6472": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is A.",
+    "6482": "Assistant: LECTURE: Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader.\nSOLUTION: My little brother is as sweet as pie.\nThe words brother and pie are compared using the word as. So, the sentence uses a simile.\n The answer is B.",
+    "6502": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.\nSOLUTION: The air moving through a trombone is a gas. A gas expands to fill a space.\nThe air in a trombone expands to fill all the space inside the trombone. When air leaves the trombone, the air expands to fill a much larger space.\n The answer is A.",
+    "6504": "Assistant: LECTURE: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same\nSOLUTION: Think about how the distance between the sled and the center of Earth changed.\nThe bottom of the hill was lower than the point where Tammy started sledding. As Tammy rode toward the bottom of the hill, the distance between the sled and the center of Earth decreased. So, the gravitational potential energy stored between the sled and Earth decreased as Tammy rode down the hill.\n The answer is C.",
+    "6517": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.\nSOLUTION: Look at the picture of the leopard.\nThe leopard has a large mouth and sharp teeth. Its mouth is adapted to tear through meat. The leopard uses its large mouth to grab its prey. It uses its sharp teeth to cut up the meat of the prey into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Eurasian lynx has a large mouth and sharp teeth. Its mouth is adapted to tear through meat.\nThe aardvark has a long tube-shaped mouth and a few, small teeth. It does not have sharp teeth. So, its mouth is not adapted to tear through meat. The aardvark uses its mouth to get insects out of holes and burrows.\n The answer is B.",
+    "6525": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nOn February 12, 1894, a record high wind speed of 87 miles per hour was recorded in Chicago.\nThis passage tells you about the wind speed in Chicago on February 12, 1894. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is A.",
+    "6534": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nThe Sahara Desert covers a large part of northern Africa. It does not get much rainfall each year.\nThe underlined part of the passage tells you about the usual pattern of precipitation in the Sahara Desert. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is A.",
+    "6535": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is A.",
+    "6536": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The second sentence is less formal. You can tell because it uses overly simple or imprecise language (has a gig, tonight).\nThe first sentence uses more precise language, so it is more formal overall.\n The answer is B.",
+    "6537": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The second text uses nauseous in its traditional sense: causing disgust or nausea.\nEveryone seemed to enjoy the magnolia-scented candle, but Zachary found the smell rather nauseous.\nThe first text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nEveryone seemed to enjoy the magnolia-scented candle, but it made Zachary feel rather nauseous.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard.\n The answer is B.",
+    "6539": "Assistant: SOLUTION: This country is Australia.\nIs Australia a country or a continent?\nBoth! Australia is a country in Oceania, a region made up of many lands and islands in the Pacific Ocean. Many people say that Australia is the world's smallest continent. But some people call Oceania a continent instead.\n The answer is D.",
+    "6541": "Assistant: SOLUTION: Lincoln is the capital of Nebraska.\n The answer is C.",
+    "6542": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA scratchy object is rough and itchy against your skin. Both objects are scratchy.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. Neither of the objects are shiny.\nThe property that both objects have in common is scratchy.\n The answer is B.",
+    "6546": "Assistant: SOLUTION: Columbia is the capital of South Carolina.\n The answer is A.",
+    "6553": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.\nSOLUTION: Look at the picture of the magnifying glass.\nThe magnifying glass is made of two different materials. The body is made of plastic, and the lens is made of glass.\n The answer is A.",
+    "6557": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.\nSOLUTION: Look at the picture of the piranha.\nThe piranha has large, sharp teeth. Its mouth is adapted for tearing through meat. The piranha uses its teeth to cut up meat into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe starry moray has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat.\nThe copperband butterflyfish has a small, narrow mouth. Its mouth is not adapted for tearing through meat.\n The answer is A.",
+    "6558": "Assistant: SOLUTION: The colony is Rhode Island.\n The answer is D.",
+    "6560": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is A.",
+    "6573": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. Flicka's observable version of the wool color trait is white wool. So, Flicka's phenotype for the wool color trait is white wool.\n The answer is B.",
+    "6574": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A prairie grassland is a type of ecosystem. Prairie grasslands have the following features: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. So, the Buffalo Gap National Grassland has hot summers. It also has soil that is rich in nutrients.\n The answer is A.",
+    "6576": "Assistant: SOLUTION: Albany is the capital of New York.\n The answer is B.",
+    "6577": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed.\nSOLUTION: Look at the distance each blue whale moved and the time it took to move that distance.\nOne blue whale moved 40 miles in 5 hours.\nThe other blue whale moved 55 miles in 5 hours.\nNotice that each blue whale spent the same amount of time moving. The blue whale that moved 40 miles moved a shorter distance in that time. So, that blue whale must have moved at a lower speed.\n The answer is B.",
+    "6578": "Assistant: SOLUTION: This country is Samoa.\n The answer is C.",
+    "6585": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun it could refer to the vinyl album or Mr. Terry's old record player.\nJust as Mr. Terry was about to play the vinyl album on his old record player, it broke.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nThe vinyl album broke just as Mr. Terry was about to play it on his old record player.\n The answer is A.",
+    "6588": "Assistant: SOLUTION: Des Moines is the capital of Iowa.\n The answer is B.",
+    "6591": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of a limousine is 6 yards.\n6 inches and 6 feet are both too short.\n The answer is A.",
+    "6608": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.\nSOLUTION: Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.\n The answer is A.",
+    "6609": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait.\n The answer is A.",
+    "6611": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince lucky is between the guide words laid - lizard, it would be found on that page.\n The answer is B.",
+    "6619": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince design is between the guide words dine - drown, it would be found on that page.\n The answer is B.",
+    "6620": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. The Channel catfish has one allele for a brown body (B) and one allele for a white body (b). So, the catfish's genotype for the body color gene is Bb.\n The answer is A.",
+    "6624": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of a bicycle is 19 pounds.\n19 ounces is too light and 19 tons is too heavy.\n The answer is B.",
+    "6626": "Assistant: SOLUTION: Oklahoma City is the capital of Oklahoma.\n The answer is C.",
+    "6635": "Assistant: LECTURE: Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food.\nSOLUTION: An avocado tree is a plant. It has green leaves.\nAvocado trees grow in the ground. They might grow leaves, flowers, and fruit.\nA seal is an animal. It eats fish.\nSeals are mammals. Unlike most other mammals, seals give birth to their babies on land.\n The answer is A.",
+    "6636": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.\nSOLUTION: The better estimate for how long it takes to make a paper airplane is 50 seconds.\n50 hours is too slow.\n The answer is A.",
+    "6637": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion down the rabbit hole is literature.\nLewis Carroll's Alice's Adventures in Wonderland tells the story of a young girl who follows a white rabbit down a rabbit hole and finds herself in a series of adventures in a surreal world.\nThe allusion down the rabbit hole means on a strange or difficult exploration.\n The answer is A.",
+    "6646": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nThe air was muggy and humid today where Eli lives.\nHumidity is the amount of water in the air.\nThis passage tells you about the humidity today where Eli lives. It describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is B.",
+    "6648": "Assistant: SOLUTION: Sometimes doesn't belong.\nAlways, done, and never all describe things that are true in most cases.\n The answer is C.",
+    "6652": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun they could refer to the Griffins or their relatives.\nThe Griffins see their relatives whenever they visit Florida.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nWhenever the Griffins visit Florida, they see their relatives.\n The answer is B.",
+    "6660": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.\nSOLUTION: The two bricks are made of the same material and have the same mass. So, the hotter brick has more thermal energy.\n The answer is A.",
+    "6662": "Assistant: LECTURE: Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader.\nSOLUTION: This sentence uses a metaphor:\nThe cat's silver eyes were two shiny coins.\nThe words eyes and coins are compared without the word like or as.\nThis sentence uses a simile:\nThe cat's silver eyes were like two shiny coins.\nThe words eyes and coins are compared using the word like.\n The answer is A.",
+    "6671": "Assistant: LECTURE: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners.\nSOLUTION: The second order confirmation is more formal. It uses more elevated language (we will send a confirmation). The other order confirmation uses contractions (ASAP) and is more familiar (thanks for shopping with us).\n The answer is B.",
+    "6685": "Assistant: SOLUTION: Little Rock is the capital of Arkansas.\n The answer is D.",
+    "6686": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.\nSOLUTION: Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.\n The answer is A.",
+    "6687": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince butler is between the guide words bathtub - blend, it would be found on that page.\n The answer is B.",
+    "6691": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in present tense. You can tell because it uses a present-tense verb, change. The verb tells you about something that is true or happening now.\n The answer is C.",
+    "6697": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is B.",
+    "6710": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. Lady's observable version of the wool color trait is white wool. So, Lady's phenotype for the wool color trait is white wool.\n The answer is B.",
+    "6712": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is C.",
+    "6713": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Secondary consumers eat primary consumers, and primary consumers eat producers. So, in a food web, secondary consumers have arrows pointing to them from primary consumers. Primary consumers have arrows pointing to them from producers.\nThe kelp bass has an arrow pointing to it from the plainfin midshipman. The plainfin midshipman is a primary consumer, so the kelp bass is a secondary consumer.\nThe sea urchin has an arrow pointing to it from the kelp. The kelp is not a primary consumer, so the sea urchin is not a secondary consumer.\nThe orca has an arrow pointing to it from the sea otter. The sea otter is a primary consumer, so the orca is a secondary consumer.\nThe kelp does not have any arrows pointing to it. So, the kelp is not a secondary consumer.\nThe bat star has an arrow pointing to it from the kelp bass. The kelp bass is a primary consumer, so the bat star is a secondary consumer.\n The answer is A.",
+    "6717": "Assistant: SOLUTION: Denver is the capital of Colorado.\n The answer is B.",
+    "6726": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. None of the objects are transparent.\nA rough object feels scratchy when you touch it. The shield and the bracelet are not rough.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.\nThe property that all three objects have in common is shiny.\n The answer is B.",
+    "6728": "Assistant: LECTURE: Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.\nSOLUTION: A chameleon is a reptile. Like other reptiles, a chameleon is a vertebrate. It has a backbone.\nA blue crab is a crustacean. Like other crustaceans, a blue crab is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA dung beetle is an insect. Like other insects, a dung beetle is an invertebrate. It does not have a backbone. It has an exoskeleton.\nLike other jellyfishes, a crown jellyfish is an invertebrate. It does not have a backbone. It has a soft body.\n The answer is B.",
+    "6729": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is C.",
+    "6732": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in future tense. You can tell because it uses will before the main verb, spend. The verb tells you about something that is going to happen.\n The answer is B.",
+    "6734": "Assistant: SOLUTION: Cheyenne is the capital of Wyoming.\n The answer is D.",
+    "6735": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.\n The answer is C.",
+    "6738": "Assistant: SOLUTION: Look at the table.\nThe abbreviation \"ca.\" stands for the Latin word, circa. Circa means \"about.\" It indicates when a date is estimated. So, around 1792 BCE, the Babylonian Empire started controlling Mesopotamia.\nThe Babylonian (ba-bih-LOH-nee-in) Empire came after the Akkadian and Neo-Sumerian empires. The capital of the Babylonian Empire was the city of Babylon (BA-bih-lahn).\n The answer is C.",
+    "6739": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: An American alligator's scientific name is Alligator mississippiensis. The first word of its scientific name is Alligator.\nLithobates catesbeianus is in the genus Lithobates. The first word of its scientific name is Lithobates. So, Lithobates catesbeianus and Alligator mississippiensis are not in the same genus.\nThis organism and the American alligator are in the same genus and the same species! Both organisms have the same scientific name, Alligator mississippiensis.\nIctinia mississippiensis and Alligator mississippiensis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Ictinia mississippiensis and Alligator mississippiensis have the same species name within their genus, mississippiensis. But the first words of their scientific names are different. Ictinia mississippiensis is in the genus Ictinia, and Alligator mississippiensis is in the genus Alligator.\n The answer is C.",
+    "6759": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.\n The answer is B.",
+    "6763": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.\nSOLUTION: The two water balloons are made of the same material and have the same mass. So, the hotter water balloon has more thermal energy.\n The answer is B.",
+    "6774": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nSOLUTION: The first sentence is the simple sentence. It is a single independent clause.\nThe famous Venus de Milo statue was found on Milos, a volcanic Greek island in the Aegean Sea.\n The answer is A.",
+    "6779": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nBaking cookies is a chemical change. The type of matter in the cookie dough changes when it is baked. The cookie dough turns into cookies!\nA piece of avocado turning brown is a chemical change. The avocado reacts with oxygen in the air to form a different type of matter.\nIf you scrape off the brown part of the avocado, the inside will still be green. The inside hasn't touched the air. So the chemical change hasn't happened to that part of the avocado.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBaking is caused by heating. But a piece of avocado turning brown is not.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is C.",
+    "6780": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait.\n The answer is A.",
+    "6782": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is C.",
+    "6785": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.\nSOLUTION: An emerald tree boa is a reptile. It has scaly, waterproof skin.\nTree boas eat small mammals, birds, lizards, and frogs. Tree boas only need to eat once every few months!\nA bison is a mammal. It has fur and feeds its young milk.\nMale bison have horns. They can use their horns to defend themselves.\nA piranha is a fish. It lives underwater. It has fins, not limbs.\nPiranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal.\nA wombat is a mammal. It has fur and feeds its young milk.\nWombats have strong claws on their front feet. They use their claws to dig underground holes called burrows.\n The answer is D.",
+    "6786": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.\n The answer is B.",
+    "6798": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that a television show must be bad because someone the speaker hates enjoys it. However, this is not evidence that the show is bad. This illustrates a type of logical fallacy known as guilt by association.\n The answer is C.",
+    "6802": "Assistant: LECTURE: A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping.\nSOLUTION: The second sentence states a fact.\nThe Empire State Building is 1,250 feet tall.\nIt can be proved by checking a website about the Empire State Building.\nThe first sentence states an opinion.\nThe Empire State Building is too tall.\nToo tall shows what a person believes, thinks, or feels. Another person might have a different opinion about how tall is too tall.\n The answer is B.",
+    "6809": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses an oxymoron, a joining of two seemingly contradictory terms.\nGenuine imitation leather is a contradiction, because genuine means real, and imitation means fake or synthetic.\n The answer is A.",
+    "6814": "Assistant: SOLUTION: This country is Haiti.\nDoes Haiti have any territorial disputes?\nHaiti claims to own Navassa Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nNavassa Island is also claimed by the United States. The United States claimed the island in 1857 and has controlled it since then. But Haiti considers the island part of its territory and has protested the United States' claim since this time. No one lives on the island. Today, it is a nature preserve.\n The answer is B.",
+    "6815": "Assistant: SOLUTION: Salt Lake City is the capital of Utah.\n The answer is C.",
+    "6825": "Assistant: LECTURE: An organism's genes contain information about its proteins. Each gene encodes, or contains the instructions for making, one protein or a group of proteins.\nA permanent change in a gene is called a mutation. Because a mutation changes a gene, the mutation may change the structure of the protein encoded by that gene.\nThe function of a protein depends on its structure. So, if a mutation in a gene changes a protein's structure, the mutation may also change the protein's function.\nAn organism's observable traits are affected by the functions of its proteins. So, a gene mutation that affects a protein's function may also affect an organism's observable traits.\nSOLUTION: A mutation in a gene may affect the protein it encodes.\nSo, the mutation in the CLCN1 gene affected the structure and function of the chloride channel protein.\n The answer is B.",
+    "6827": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Bobby Monroe is the most qualified candidate, because so many voters turned out to vote. However, even though many people voted for him, that doesn't necessarily mean that Bobby Monroe is the most qualified candidate. This illustrates a type of logical fallacy known as the bandwagon fallacy.\n The answer is B.",
+    "6830": "Assistant: LECTURE: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group.\nSOLUTION: To decide if an animal is part of a group, look at the traits of the group.\nAmphibians have the following traits:\nThey spend part of their lives in water and part on land.\nThey have moist skin.\nThey make eggs with no shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA smooth newt has the following traits:\nIt spends part of its life in water and part on land.\nIt has moist skin.\nIt makes eggs with no shells.\nA smooth newt has the traits of an amphibian. A smooth newt is an amphibian.\nA loggerhead sea turtle has the following traits:\nIt has scaly, waterproof skin.\nIt makes eggs with shells.\nA loggerhead sea turtle does not have all of the traits of an amphibian. A loggerhead sea turtle is a reptile.\n The answer is A.",
+    "6835": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: The pea plant's genotype for the stem height gene is hh. The pea plant's genotype of hh has only h alleles. The h allele is for a short stem. So, the pea plant's phenotype for the stem height trait must be a short stem.\nTo check this answer, consider whether the pea plant's alleles are dominant or recessive. The allele for a tall stem (H) is dominant over the allele for a short stem (h). This means H is a dominant allele, and h is a recessive allele.\nThe pea plant's genotype of hh has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the pea plant's phenotype for the stem height trait must be a short stem.\n The answer is A.",
+    "6850": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Andrew is responsible for the broken washing machine. However, the fact that the machine stopped working soon after Andrew moved in doesn't necessarily mean that he caused the machine to break. This illustrates a type of logical fallacy known as false causation.\n The answer is A.",
+    "6851": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of a floor lamp is 11 pounds.\n11 ounces is too light and 11 tons is too heavy.\n The answer is A.",
+    "6863": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed.\nSOLUTION: Look at the distance each bicycle moved and the time it took to move that distance. The direction each bicycle moved does not affect its speed.\nNotice that each bicycle moved for 10 hours. The bicycle that moved 325 miles moved the farthest distance in that time. So, that bicycle must have moved at the highest speed.\n The answer is C.",
+    "6867": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The second answer choice contains a vague pronoun reference. The pronoun them could refer to the branches or the power lines.\nThe first answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the branches.\nSince the branches had grown over the power lines, Ariel requested a permit to have the branches removed.\n The answer is B.",
+    "6868": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A book should be in italics.\nThe correct title is **And Then It's Spring**.\n The answer is B.",
+    "6873": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Sophia Browning is responsible for the decline in student performance and teacher morale. However, even though things declined after Browning became vice president of the parent-teacher association, that doesn't necessarily mean that she caused the downturn. This illustrates a type of logical fallacy known as false causation.\n The answer is B.",
+    "6875": "Assistant: LECTURE: A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.\nSOLUTION: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.\nMom wraps the packages, and Dad drops them off at the post office.\n The answer is B.",
+    "6877": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince dove is between the guide words deck - drawer, it would be found on that page.\n The answer is A.",
+    "6880": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.\nSOLUTION: Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.\n The answer is C.",
+    "6886": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\n The answer is A.",
+    "6891": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Australia.\n The answer is B.",
+    "6899": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A box turtle is a reptile. It has scaly, waterproof skin.\nBox turtles can live to be over 100 years old!\nA green tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.\n The answer is B.",
+    "6902": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Pacific Ocean.\n The answer is C.",
+    "6916": "Assistant: LECTURE: A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nSOLUTION: The temperature of each cake decreased, which means that the thermal energy of each cake decreased. So, thermal energy was transferred from each cake to the surroundings.\n The answer is B.",
+    "6923": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that diesel cars have better fuel economy than cars powered by gasoline.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nExperts say that diesel cars have better fuel economy than cars powered by gasoline.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. They has been replaced with experts.\nExperts say that diesel cars have better fuel economy than cars powered by gasoline.\n The answer is A.",
+    "6924": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of a salt shaker is 43 milliliters.\n43 liters is too much.\n The answer is A.",
+    "6940": "Assistant: SOLUTION: The city is Phoenix, Arizona. Salt Lake City, San Francisco, and Las Vegas are marked with gray circles on the map below.\n The answer is C.",
+    "6942": "Assistant: LECTURE: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.\nOther animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body.\nSOLUTION: A red salamander is an amphibian. Like other amphibians, a red salamander has a backbone.\nLike other tarantulas, a curlyhair tarantula does not have a backbone. It has a hard outer cover.\n The answer is B.",
+    "6948": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses an oxymoron, a joining of two seemingly contradictory terms.\nOld news is a contradiction, because news is recent information.\n The answer is B.",
+    "6953": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The second text uses factoid in its traditional sense: something made up presented as a true fact.\nBert seemed to know a lot about African wildlife, but it turned out that his knowledge was mostly based on factoids gleaned from unreliable websites.\nThe first text uses factoid in its nontraditional sense: a trivial but true fact.\nBert subscribed to an online newsletter about African wildlife; he enjoyed receiving daily factoids about the wild animals' natural habitats and behavior.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard.\n The answer is B.",
+    "6955": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n\nSOLUTION: To determine if this statement is true, calculate the value of ten times the volume of Mars.\nThen compare the result to the volume of Earth. The volume of Earth is 1.08 x 10^12 km^3, which is less than 1.63 x 10^12 km^3. So, Earth's volume is less than ten times as great as Mars's volume.\n The answer is A.",
+    "6956": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to play tennis. Instead, some people learn how to play tennis. Playing the sport takes practice. So, playing tennis is an acquired trait.\n The answer is A.",
+    "6958": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer.\nSOLUTION: The better estimate for the length of a school bus is 13 meters.\n13 centimeters is too short.\n The answer is A.",
+    "6964": "Assistant: LECTURE: The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury\nSOLUTION: The ad appeals to pathos, or emotion. It links the air freshener to positive feelings.\n The answer is B.",
+    "6965": "Assistant: LECTURE: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same\nSOLUTION: Think about how the distance between Billy and the center of Earth changed.\nThe second floor is higher than the first floor. As he rode the escalator toward the second floor, the distance between Billy and the center of Earth increased. So, the gravitational potential energy stored between Billy and Earth increased as he rode the escalator.\n The answer is B.",
+    "6967": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.\n The answer is B.",
+    "6981": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Producers do not eat other organisms. So, in a food web, producers do not have arrows pointing to them from other organisms.\nThe pine vole has arrows pointing to it, so it is not a producer.\nThe black bear has arrows pointing to it, so it is not a producer.\nThe silver maple does not have any arrows pointing to it. So, the silver maple is a producer.\nThe gray fox has arrows pointing to it, so it is not a producer.\nThe beaver has arrows pointing to it, so it is not a producer.\n The answer is A.",
+    "6984": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text includes a simile, using like or as to compare two things that are not actually alike.\nAs quietly as little gray, sculptured stones compares rabbits to stones.\n The answer is B.",
+    "6987": "Assistant: LECTURE: A force is a push or a pull that one object applies to a second object.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.\nSOLUTION: The student's finger applies a force to a key. This force presses the key and causes it to move. The direction of this force is away from the student's finger. This force is a push.\n The answer is A.",
+    "6990": "Assistant: LECTURE: When you review a fellow student's writing, try to make your feedback clear and specific. You can use questions such as the following to guide your feedback:\nIdeas and development: Does the writer express a clear main idea and develop it with evidence, examples, and analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that the ideas build on one another and are easy to follow?\nSentence fluency: Do the writer's sentences vary in structure and length, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely, avoiding excessive repetition or inappropriate language to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer use accurate spelling, punctuation, and grammar to create writing that is correct and easy to read?\nSOLUTION: The writer could best improve his or her word choice by using more specific language.\nFor example, the writer could replace the underlined text more descriptive language, such as the perfect bicycle; comfortable; durable; my cell phone, a water bottle, and a snack; foldable, umbrella-like top; unusual color like turquoise or magenta; my own custom bicycle; and thrilling.\nIf I could invent something, I would create a really nice bicycle. My bike would have a good seat and great tires so that I could ride it anywhere. It would also have a bell and special pockets for carrying things. A special top would be wonderful, so I could ride it in the rain but also enjoy the sun. I would choose a fun color to reflect my personality. Inventing a new bike would be cool.\n The answer is B.",
+    "7000": "Assistant: SOLUTION: Columbus is the capital of Ohio.\n The answer is B.",
+    "7005": "Assistant: SOLUTION: Look at the table and images.\nTerrell wants broccoli. Allie wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is D.",
+    "7007": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nAn antacid tablet reacting with water is a chemical change. When the tablet touches water, the type of matter in the tablet changes and carbon dioxide gas is released. This gas makes the water fizz.\nBurning food on a stove is a chemical change. When the food burns, the type of matter in it changes. The food turns black and gives off smoke.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBurning is caused by heating. But an antacid tablet reacting with water is not.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is C.",
+    "7012": "Assistant: LECTURE: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same\nSOLUTION: Think about how the distance between the sled and the center of Earth changed.\nThe bottom of the hill was lower than the point where Julia started sledding. As Julia rode toward the bottom of the hill, the distance between the sled and the center of Earth decreased. So, the gravitational potential energy stored between the sled and Earth decreased as Julia rode down the hill.\n The answer is C.",
+    "7014": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nSOLUTION: Look at the picture of the black-bellied whistling duck.\nThe black-bellied whistling duck has webbed feet. Its feet are adapted for swimming. As it swims, the black-bellied whistling duck uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe European beaver has webbed feet. Its feet are adapted for swimming.\nThe sable has long claws. Its feet are not adapted for swimming. The sable uses its feet to walk and run on hard ground.\n The answer is A.",
+    "7021": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. Darnell's observable version of the cystic fibrosis trait is having cystic fibrosis. So, Darnell's phenotype for the cystic fibrosis trait is having cystic fibrosis.\n The answer is B.",
+    "7023": "Assistant: SOLUTION: Boston is the capital of Massachusetts.\n The answer is A.",
+    "7026": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.\nBrody always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor.\n The answer is A.",
+    "7031": "Assistant: SOLUTION: Pierre is the capital of South Dakota.\n The answer is C.",
+    "7033": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "7037": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nA change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water.\nSOLUTION: Rust forming on a bike frame is a chemical change. Oxygen in the air reacts with iron in the bike frame. The outside of the frame turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.\n The answer is B.",
+    "7038": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.\nSOLUTION: Look at the picture of the great egret.\nThe great egret has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. This allows the great egret to grab the prey without scaring it away.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe painted stork has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still.\nThe mallard has a short neck. Its neck is not adapted for hunting prey while keeping the rest of its body still.\n The answer is B.",
+    "7041": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of a trumpet is 2 pounds.\n2 ounces is too light and 2 tons is too heavy.\n The answer is C.",
+    "7047": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nMadison, the capital of Wisconsin, is located in the southern part of the state. For two weeks in December, the temperature never rose above 20\u00b0F.\nThe underlined part of the passage tells you about the temperature in Madison in December. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is B.",
+    "7052": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. Chitters has two alleles for white legs (L). So, Chitters's genotype for the leg color gene is LL.\n The answer is A.",
+    "7055": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.\nSOLUTION: Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.\n The answer is C.",
+    "7057": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: An American alligator's scientific name is Alligator mississippiensis.\nAlligator sinensis does not have the same scientific name as an American alligator. So, Alligator mississippiensis and Alligator sinensis are not in the same species.\nAequorea victoria does not have the same scientific name as an American alligator. So, Alligator mississippiensis and Aequorea victoria are not in the same species.\nAlligator mississippiensis has the same scientific name as an American alligator. So, these organisms are in the same species.\n The answer is B.",
+    "7059": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nSOLUTION: Look at the object.\nThink about each property.\nAn opaque object does not let light through. The tin foil is opaque.\nA bouncy object will bounce back from the floor if you drop it. The tin foil is not bouncy.\n The answer is B.",
+    "7064": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. Angel has two alleles for yellow legs (l). So, Angel's genotype for the leg color gene is ll.\n The answer is A.",
+    "7078": "Assistant: LECTURE: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving.\nSOLUTION: Complete the sentence with the word slouched. It describes the oak tree as if it were a tired, worn-down person.\n The answer is B.",
+    "7083": "Assistant: SOLUTION: Helena is the capital of Montana.\n The answer is A.",
+    "7085": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nCarving a piece of wood is a physical change. The wood changes shape, but it is still made of the same type of matter.\nSewing an apron is a physical change. The fabric and thread that make up the apron get a new shape, but the type of matter in each of them does not change.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is D.",
+    "7092": "Assistant: LECTURE: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it.\nSOLUTION: Soft is a property. A soft material changes shape when pressed or squeezed.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the cotton apron is the softest. If you squeeze cotton fabric, it will change shape.\n The answer is B.",
+    "7094": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The ocean water is translucent, but the honey is not.\nA sticky object can attach or stick to other things. All four objects are sticky.\nSugar has a sweet taste. The honey is sweet, but the wet ice cube and the ocean water are not.\nThe property that all four objects have in common is sticky.\n The answer is A.",
+    "7107": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in future tense. You can tell because it uses will before the main verb, deliver. The verb tells you about something that is going to happen.\n The answer is A.",
+    "7108": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of the air inside of a classroom is 75\u00b0F.\n75\u00b0C is too hot.\n The answer is B.",
+    "7115": "Assistant: SOLUTION: Atlanta is the capital of Georgia.\n The answer is C.",
+    "7119": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.\nSOLUTION: The two blocks of iron have the same temperature and are made of the same type of matter. So, the block of iron with more mass has more thermal energy.\n The answer is B.",
+    "7121": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSOLUTION: Look at the picture of the swim goggles.\nThe swim goggles are made of plastic.\nPlastic is a strong, light material that can be molded into many shapes. Plastic can be made in almost any color.\n The answer is B.",
+    "7124": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in future tense. You can tell because it uses will before the main verb, measure. The verb tells you about something that is going to happen.\n The answer is B.",
+    "7126": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\nSOLUTION: Use the model to determine whether ethanol is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of ethanol is composed of four hydrogen atoms, one carbon atom, and one oxygen atom bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that ethanol is composed of three chemical elements: hydrogen, carbon, and oxygen. Since ethanol is composed of multiple chemical elements bonded together, ethanol is a compound.\n The answer is B.",
+    "7130": "Assistant: SOLUTION: The city is Washington, D.C. Boston, Atlanta, and San Antonio are marked with gray circles on the map below.\n The answer is C.",
+    "7134": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A North American beaver's scientific name is Castor canadensis. The first word of its scientific name is Castor.\nOvis canadensis and Castor canadensis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Ovis canadensis and Castor canadensis have the same species name within their genus, canadensis. But the first words of their scientific names are different. Ovis canadensis is in the genus Ovis, and Castor canadensis is in the genus Castor.\nStrix varia is in the genus Strix. The first word of its scientific name is Strix. So, Strix varia and Castor canadensis are not in the same genus.\nThis organism and the North American beaver are in the same genus and the same species! Both organisms have the same scientific name, Castor canadensis.\n The answer is A.",
+    "7135": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.\n The answer is C.",
+    "7138": "Assistant: LECTURE: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners.\nSOLUTION: The first online professional profile is more formal. It uses more elevated language (certified college graduate). The other professional profile uses contractions and slang (I've got, want to).\n The answer is A.",
+    "7140": "Assistant: LECTURE: A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nSOLUTION: The temperature of each refrigerator increased, which means that the thermal energy of each refrigerator increased. So, thermal energy was transferred from the surroundings to each refrigerator.\n The answer is B.",
+    "7145": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.\nSOLUTION: A leaf-tailed gecko is a reptile. It has scaly, waterproof skin.\nMany geckos have special pads on their toes. The pads help them climb up plants and rocks.\nA dwarf crocodile is a reptile. It has scaly, waterproof skin.\nCrocodiles hunt their prey in or near water.\nA tiger shark is a fish. It lives underwater. It has fins, not limbs.\nTiger sharks are nocturnal. This means that they are active mostly at night.\nA Hermann's tortoise is a reptile. It has scaly, waterproof skin.\nA tortoise's shell protects it from predators. When a tortoise feels threatened, it can pull its head and legs inside its shell.\n The answer is A.",
+    "7147": "Assistant: LECTURE: Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.\nScientists use both ball-and-stick models and chemical formulas to represent molecules.\nA ball-and-stick model of a molecule is shown below.\nThe balls represent atoms. The sticks represent the chemical bonds between the atoms.\nNotice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.\nEvery chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.\nThe molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.\nThe chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.\nIn chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.\nThe symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance.\nSOLUTION: B is the symbol for boron. Fe is the symbol for iron. This ball-and-stick model shows a molecule with one boron atom and three iron atoms.\nThe chemical formula will contain the symbols B and Fe. There is one boron atom, so B will not have a subscript. There are three iron atoms, so Fe will have a subscript of 3.\nThe correct formula is BF3.\nThe diagram below shows how each part of the chemical formula matches with each part of the model above.\n The answer is A.",
+    "7150": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nSOLUTION: The two cups of black tea have the same mass but different temperatures. Since the 105\u00b0F cup of black tea is hotter than the 100\u00b0F cup of black tea, it has more thermal energy.\n The answer is A.",
+    "7161": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Undyne's genotype for the Bekko patterning gene is BB. Undyne's genotype of BB has only B allelles. The B allele is for having Bekko patterning. So, Undyne's phenotype for the Bekko patterning trait must be having Bekko patterning.\nTo check this answer, consider whether Undyne's alleles are dominant or recessive. The allele for not having Bekko patterning (b) is recessive to the allele for having Bekko patterning (B). This means B is a dominant allele, and b is a recessive allele.\nUndyne's genotype of BB has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Undyne's phenotype for the Bekko patterning trait must be having Bekko patterning.\n The answer is B.",
+    "7164": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: You need to determine Dutchess's phenotype for the ear type trait. First, consider the alleles in Dutchess's genotype for the ear type gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for curled ears (E) is dominant over the allele for straight ears (e). This means E is a dominant allele, and e is a recessive allele.\nDutchess's genotype of Ee has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Dutchess's phenotype for the ear type trait must be curled ears.\n The answer is A.",
+    "7188": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince bandage is between the guide words bolt - buckled, it would be found on that page.\n The answer is B.",
+    "7191": "Assistant: LECTURE: In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.\nA single organism is an individual. Individuals of the same species that live in the same place are part of a population.\nMultiple populations of different species that live in the same place are part of a community.\nTogether, communities of living organisms and the nonliving parts of their environment make up an ecosystem.\n The answer is A.",
+    "7192": "Assistant: LECTURE: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving.\nSOLUTION: Complete the sentence with the phrase gobbled up. It describes the tide as if it were a greedy person.\n The answer is B.",
+    "7206": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: My ancestors are from Russia, they came here many years ago is a run-on sentence. It has two sentences that are joined by just a comma: My ancestors are from Russia and They came here many years ago.\n The answer is B.",
+    "7207": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince rock is between the guide words regret - ruffle, it would be found on that page.\n The answer is A.",
+    "7208": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is B.",
+    "7209": "Assistant: SOLUTION: This country is the Marshall Islands.\nDoes the Marshall Islands have any territorial disputes?\nThe Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States claimed Wake Island in 1899 and has controlled it since then. But the Marshall Islands considers the island part of its territory. It says that its people have traveled to the island to gather food and resources for many years. Today, the island is mainly used by the U.S. Air Force.\n The answer is B.",
+    "7212": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Barbara either must give up reading a certain type of book or admit she doesn't believe in female empowerment. However, someone can both enjoy reading paranormal romance books and also believe in empowering women. This illustrates a type of logical fallacy known as a false dichotomy.\n The answer is A.",
+    "7215": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince chief is between the guide words cafe - consent, it would be found on that page.\n The answer is A.",
+    "7216": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the north arrow is pointing. West Virginia is farthest north.\n The answer is D.",
+    "7219": "Assistant: LECTURE: In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or\nSOLUTION: Capitalize the first word, the last word, and every important word in between. The word york is not important, so it should not be capitalized.\nThe correct title is The New York Times.\n The answer is A.",
+    "7226": "Assistant: SOLUTION: Look at the text in bold below. It tells you one of the things that made Alex different from most parrots.\nMost parrots can speak, or at least copy the sounds of people talking. Alex, an African grey parrot, learned to do much more. He knew how to do simple math. In fact, he was capable of adding up to six objects. Alex added up crackers, jelly beans, and blocks. He could also point out seven different colors and six shapes. And he knew more than a hundred words!\n The answer is C.",
+    "7235": "Assistant: LECTURE: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.\nSOLUTION: The population of Millersburg fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Millersburg has gone up. So, the supply of houses for sale probably went up, too.\n The answer is B.",
+    "7238": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed.\nSOLUTION: Look at the distance each train moved and the time it took to move that distance.\nOne train moved 835 kilometers in 10 hours.\nThe other train moved 945 kilometers in 10 hours.\nNotice that each train spent the same amount of time moving. The train that moved 835 kilometers moved a shorter distance in that time. So, that train must have moved at a lower speed.\n The answer is A.",
+    "7244": "Assistant: SOLUTION: Emmet wanted broccoli in his lunch and Kathleen was hoping for tomatoes. Look at the labeled part of the images.\nEmmet has tomatoes. Kathleen has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is A.",
+    "7250": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: Zoe just moved here she's new to our country is a complete sentence. The subject is Zoe, and the verb is moved.\n The answer is B.",
+    "7255": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. The pea plant has one allele for inflated pods (D) and one allele for constricted pods (d). So, the plant's genotype for the pod shape gene is Dd.\n The answer is A.",
+    "7266": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. The tomato plant has one allele for red fruit (F) and one allele for yellow fruit (f). So, the plant's genotype for the fruit color gene is Ff.\n The answer is A.",
+    "7267": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The second text uses random in its traditional sense: made or occurring without a definite pattern.\nAt the grocery store, Denise hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food.\nThe first text uses random in its nontraditional sense: odd or out of place.\nDenise made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food.\nMost style guides recommend to avoid using the nontraditional sense of the word random because it is generally considered incorrect.\n The answer is A.",
+    "7270": "Assistant: LECTURE: When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.\nSensory Category | Description\nSight | These are words like bright, clean, and purple. A reader can imagine looking at these details.\nSound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.\nTaste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.\nSmell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.\nTouch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.\nMany sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.\n\nSOLUTION: Look at the picture.\nThe word roaring describes the sound this lion makes. You can tell by looking at the lion's open mouth.\nBanging and splashing can also describe sounds. But they do not describe the sounds this lion makes.\n The answer is A.",
+    "7272": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer.\nSOLUTION: The better estimate for the length of a leather belt is 65 centimeters.\n65 kilometers is too long.\n The answer is B.",
+    "7285": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in present tense. You can tell because it uses a present-tense verb, teaches. The verb ends in -es and tells you about something that is true or happening now.\n The answer is A.",
+    "7291": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nSOLUTION: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction so.\nBella was stung by a bee, so her finger is slightly swollen.\n The answer is A.",
+    "7301": "Assistant: LECTURE: In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.\nSOLUTION: Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 5 solute particles on the left side of the membrane and 7 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 6 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.\n The answer is B.",
+    "7306": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Europe.\n The answer is B.",
+    "7310": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "7318": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is A.",
+    "7319": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion holy grail is history.\nIn history, the Holy Grail is a cup that Jesus used during the Last Supper.\nThe allusion holy grail means an object of great value.\n The answer is A.",
+    "7322": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of a car's gas tank is 42 liters.\n42 milliliters is too little.\n The answer is B.",
+    "7329": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram.\nSOLUTION: The better estimate for the mass of a guitar is 4 kilograms.\n4 grams is too light.\n The answer is B.",
+    "7333": "Assistant: SOLUTION: The colony is Delaware.\n The answer is B.",
+    "7336": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.\n The answer is A.",
+    "7348": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the following statement describes the Steigerwald Forest ecosystem: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has soil that is rich in nutrients. The following statements do not describe the Steigerwald Forest: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has a small amount of rain or snow. It has soil that is poor in nutrients.\n The answer is A.",
+    "7349": "Assistant: SOLUTION: Look at the timeline.\nJamestown was founded in 1607. The timeline shows that the Revolutionary War started in 1765. So, more than 150 years passed between the founding of Jamestown and the start of the Revolutionary War.\n The answer is D.",
+    "7358": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince face is between the guide words flee - frontier, it would be found on that page.\n The answer is B.",
+    "7365": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in present tense. You can tell because it uses a present-tense verb, blinks. The verb ends in -s and tells you about something that is true or happening now.\n The answer is B.",
+    "7367": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.\nSOLUTION: Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.\n The answer is A.",
+    "7373": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nSOLUTION: Look at the picture of the red-eared slider.\nThe red-eared slider has webbed feet. Its feet are adapted for swimming. As it swims, the red-eared slider uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe California gull has small claws and webbed feet. Its feet are adapted for swimming.\nThe New Zealand falcon has long toes with sharp claws. Its feet are not adapted for swimming. The New Zealand falcon uses its feet to grab prey.\n The answer is B.",
+    "7374": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is B.",
+    "7385": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. Argo's observable version of the coat color trait is a reddish-brown coat. So, Argo's phenotype for the coat color trait is a reddish-brown coat.\n The answer is A.",
+    "7387": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A short story should be in quotation marks.\nThe correct title is \"The Law of Life.\"\n The answer is B.",
+    "7390": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses verbal irony, which involves saying one thing but implying something very different.\nAs comfortable as a bed of nails shows verbal irony because sitting on nails would not be comfortable.\n The answer is A.",
+    "7395": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the west arrow is pointing. New Mexico is farthest west.\n The answer is A.",
+    "7403": "Assistant: LECTURE: A pure substance is made of only one type of matter.\nA mixture is made of two or more types of matter mixed together.\n The answer is A.",
+    "7405": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A flamingo is a bird. It has feathers, two wings, and a beak.\nFlamingos live in large groups. These groups are called flocks.\nA cane toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\n The answer is A.",
+    "7415": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nSOLUTION: All three gold bars have the same mass but different temperatures. Since the 31\u00b0F gold bar is the hottest, it has the most thermal energy.\n The answer is A.",
+    "7418": "Assistant: LECTURE: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw.\nSOLUTION: The first sentence states a fact.\nThe Channel Tunnel, which runs beneath the English Channel, connects England and France by rail.\nIt can be proved by looking up information about the Channel Tunnel.\nThe second sentence states an opinion.\nThe construction of the Channel Tunnel cost a ridiculous amount of money.\nRidiculous shows what a person believes, thinks, or feels. Another person might have a different opinion about how much money is too much.\n The answer is B.",
+    "7424": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Becky is capitalized because it is a proper noun.\n The answer is A.",
+    "7428": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.\n The answer is B.",
+    "7432": "Assistant: LECTURE: Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.\nSOLUTION: A leaf-curling spider is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA rockfish is a fish. Like other fish, a rockfish is a vertebrate. It has a backbone.\nAn albatross is a bird. Like other birds, an albatross is a vertebrate. It has a backbone.\nA whiptail lizard is a reptile. Like other reptiles, a whiptail lizard is a vertebrate. It has a backbone.\n The answer is C.",
+    "7434": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun she could refer to Jenny or Annie.\nJenny felt awful after she scolded Annie for missing the deadline.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nAfter Jenny scolded Annie for missing the deadline, she felt awful.\n The answer is B.",
+    "7447": "Assistant: LECTURE: Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.\nA poem rhymes when it has a pattern of words that end in the same sound.\nEnd rhyme is when the rhymes appear at the end of a poem's lines.\nLittle Betty Blue,\nLost her holiday shoe.\n\u2014From Mother Goose\nInternal rhyme is when at least one of the rhyming words appears inside the poem's lines.\nSweet dreams of pleasant streams.\n\u2014From William Blake, \"A Cradle Song\"\nRhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nThe syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Old Bridge\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.\nRepetition is when words, phrases, or whole lines are repeated.\nThe dainty flying squirrel\nIn vest of shining white,\nIn coat of silver gray,\nAnd vest of shining white.\n\u2014Adapted from Mary E. Burt, \"The Flying Squirrel\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\"\nSOLUTION: This poem has a regular rhythm, or a pattern of sound like a beat. The parts in bold show the strong syllables. The pattern is a weak syllable followed by a strong syllable. It sounds like da-DUM da-DUM.\nAnd that is well,\" said Lady Clare.\n The answer is B.",
+    "7457": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA smooth object is not scratchy or rough. Neither of the objects are smooth.\nA rough object feels scratchy when you touch it. Both objects are rough.\nThe property that both objects have in common is rough.\n The answer is B.",
+    "7462": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.\nSOLUTION: Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.\n The answer is B.",
+    "7465": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A brown pelican's scientific name is Pelecanus occidentalis.\nPelecanus occidentalis has the same scientific name as a brown pelican. So, these organisms are in the same species.\nArdea cocoi does not have the same scientific name as a brown pelican. So, Pelecanus occidentalis and Ardea cocoi are not in the same species.\nIctinia mississippiensis does not have the same scientific name as a brown pelican. So, Pelecanus occidentalis and Ictinia mississippiensis are not in the same species.\n The answer is C.",
+    "7466": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Ken Henderson is the ideal candidate because so many people turned out to vote for him. However, just because many people voted for Ken Henderson, it doesn't necessarily mean he is the ideal candidate. He could be a popular candidate for other reasons. This illustrates a type of logical fallacy known as the bandwagon fallacy.\n The answer is A.",
+    "7467": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The first closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is B.",
+    "7470": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is C.",
+    "7474": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Cleo's genotype for the fur color gene is ff. Cleo's genotype of ff has only f alleles. The f allele is for light fur. So, Cleo's phenotype for the fur color trait must be light fur.\nTo check this answer, consider whether Cleo's alleles are dominant or recessive. The allele for light fur (f) is recessive to the allele for dark fur (F). This means F is a dominant allele, and f is a recessive allele.\nCleo's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Cleo's phenotype for the fur color trait must be light fur.\n The answer is A.",
+    "7477": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the recipe.\nIf Fred doesn't know how to make homemade waffles, he can find the recipe in the cookbook.\n The answer is B.",
+    "7480": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow!\nSOLUTION: The sentence tells about something, and it ends with a period. It is a declarative sentence.\n The answer is A.",
+    "7483": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.\nSOLUTION: Look at the picture of the barracuda.\nThe barracuda has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat. The baracuda uses its teeth to cut up meat into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bull shark has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat.\nThe magnificent rabbitfish has a small, narrow mouth. Its mouth is not adapted for tearing through meat. The magnificent rabbitfish uses its mouth to eat small, hard items.\n The answer is A.",
+    "7487": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nSOLUTION: The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.\n The answer is B.",
+    "7488": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is C.",
+    "7490": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nSOLUTION: The text uses personification, giving human characteristics to nonhuman things.\nGlared at him suggests that it bothered Emmet that the essay wasn't finished. The essay is like a person who is bothering Emmet.\n The answer is A.",
+    "7494": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A Chinese alligator's scientific name is Alligator sinensis. The first word of its scientific name is Alligator.\nThis organism and the Chinese alligator are in the same genus and the same species! Both organisms have the same scientific name, Alligator sinensis.\nStrix varia is in the genus Strix. The first word of its scientific name is Strix. So, Strix varia and Alligator sinensis are not in the same genus.\nMiscanthus sinensis and Alligator sinensis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Miscanthus sinensis and Alligator sinensis have the same species name within their genus, sinensis. But the first words of their scientific names are different. Miscanthus sinensis is in the genus Miscanthus, and Alligator sinensis is in the genus Alligator.\n The answer is B.",
+    "7495": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "7497": "Assistant: SOLUTION: Phoenix is the capital of Arizona.\n The answer is B.",
+    "7507": "Assistant:\n The answer is C.",
+    "7512": "Assistant: LECTURE: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells.\nSOLUTION: Hard is a property. A hard material keeps its shape when you press on it with your finger.\nLook at each picture, one at a time. Imagine pushing on the material shown in each picture.\nOf the choices, the ceramic tea cup is harder. If you press on a piece of ceramic, it will not change shape.\n The answer is B.",
+    "7514": "Assistant: SOLUTION: Concord is the capital of New Hampshire.\n The answer is D.",
+    "7517": "Assistant: SOLUTION: Salem is the capital of Oregon.\n The answer is B.",
+    "7521": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Cole wants or needs:\nCole will give up the chance to watch the movie that he is more excited about.\n The answer is B.",
+    "7524": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.\nSOLUTION: The two mugs of cocoa are made of the same material and have the same mass. So, the mug of cocoa with more thermal energy has a higher temperature.\n The answer is B.",
+    "7528": "Assistant: LECTURE: A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is \u00b0.\nSome thermometers measure temperature in degrees Celsius (\u00b0C). Celsius is one scale used to measure temperature.\nThis is a tube thermometer. It has a tube filled with a red liquid.\nThere is a Celsius scale along the right side of the tube. The top of the red liquid lines up with the number 30 on the scale. So, the temperature shown by this thermometer is 30\u00b0C.\nSOLUTION: Find the top of the red liquid.\nNow look at the scale to the right. The top of the red liquid lines up with 35. So, the temperature is 35\u00b0C.\n The answer is C.",
+    "7529": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince they is not between the guide words territory - trek, it would not be found on that page.\n The answer is A.",
+    "7531": "Assistant: SOLUTION: This country is Haiti.\nDoes Haiti have any territorial disputes?\nHaiti claims to own Navassa Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nNavassa Island is also claimed by the United States. The United States claimed the island in 1857 and has controlled it since then. But Haiti considers the island part of its territory and has protested the United States' claim since this time. No one lives on the island. Today, it is a nature preserve.\n The answer is B.",
+    "7532": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is B.",
+    "7533": "Assistant: LECTURE: A pure substance is made of only one type of matter.\nA mixture is made of two or more types of matter mixed together.\n The answer is B.",
+    "7534": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A barking tree frog is an amphibian. It has moist skin and begins its life in water.\nA robin is a bird. It has feathers, two wings, and a beak.\n The answer is B.",
+    "7545": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Humans do not choose their natural hair color. Some people dye their hair. But this does not change their natural hair color.\nChildren get their natural hair color from their parents. So, Preston's hair color is an inherited trait.\n The answer is A.",
+    "7546": "Assistant: SOLUTION: The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.\n The answer is C.",
+    "7548": "Assistant: LECTURE: Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.\nSedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.\nMetamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties.\nSOLUTION: Sandstone is a sedimentary rock. Like other sedimentary rocks, it forms from layers of sediment.\nSand is a type of sediment. It is found in places like deserts and beaches. Sediments like sand can build up in layers. Over time, the top layers press down on the bottom layers. Sedimentary rock forms when the bottom layers are pressed together to form rock.\n The answer is C.",
+    "7553": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.\nSOLUTION: The best estimate for the volume of a fish bowl is 1 gallon.\n1 fluid ounce and 1 cup are both too little.\n The answer is C.",
+    "7560": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Michael is voting either for the candidate from the Conservative Party or the Labour Party. However, Michael might be voting for a third party\u2014or he might not be voting at all. This illustrates a type of logical fallacy known as a false dichotomy.\n The answer is C.",
+    "7563": "Assistant: LECTURE: Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n\nSOLUTION: Pyrite has all the properties of a mineral. So, pyrite is a mineral.\n The answer is B.",
+    "7578": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A book should be in italics.\nThe correct title is **Giants in the Land**.\n The answer is A.",
+    "7582": "Assistant: LECTURE: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.\nSOLUTION: When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down.\n The answer is B.",
+    "7587": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nPotato chips have a salty taste. The banana is not salty.\nA slippery object is hard to hold onto or stand on. The license plate is not slippery.\nAn opaque object does not let light through. Both objects are opaque.\nThe property that all four objects have in common is opaque.\n The answer is A.",
+    "7597": "Assistant: SOLUTION: Cheyenne is the capital of Wyoming.\n The answer is A.",
+    "7598": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of a basketball court is 23 meters.\n23 millimeters and 23 centimeters are too short. 23 kilometers is too long.\n The answer is D.",
+    "7608": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "7614": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of an ice skate is 11 inches.\n11 feet, 11 yards, and 11 miles are all too long.\n The answer is D.",
+    "7617": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux.\nSOLUTION: The source of the allusion raise Cain is the Bible.\nIn the Bible, Adam and Eve's son Cain murders his brother in a jealous rage.\nThe allusion raise Cain means to resort to violence.\n The answer is A.",
+    "7621": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of purple particles per milliliter.\nSolution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.\n The answer is C.",
+    "7624": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of a full box of cereal is 16 ounces.\n16 pounds and 16 tons are both too heavy.\n The answer is C.",
+    "7625": "Assistant: LECTURE: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells.\nSOLUTION: Sticky is a property. A sticky material can stick to other things.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the glue is stickier. If you touch glue, it will stick to you.\n The answer is B.",
+    "7626": "Assistant: SOLUTION: Look at the table and images.\nLeo wants broccoli. Caden wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is C.",
+    "7638": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. Wishbone has two alleles for short fur (F). So, Wishbone's genotype for the fur length gene is FF.\n The answer is A.",
+    "7651": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: Our school has rules we always follow them is a run-on sentence. It has two sentences that are joined by just a comma: Our school has rules and We always follow them.\n The answer is B.",
+    "7653": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A European hedgehog's scientific name is Erinaceus europaeus. The first word of its scientific name is Erinaceus.\nCaprimulgus europaeus and Erinaceus europaeus are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Caprimulgus europaeus and Erinaceus europaeus have the same species name within their genus, europaeus. But the first words of their scientific names are different. Caprimulgus europaeus is in the genus Caprimulgus, and Erinaceus europaeus is in the genus Erinaceus.\nEquus zebra is in the genus Equus. The first word of its scientific name is Equus. So, Equus zebra and Erinaceus europaeus are not in the same genus.\nThis organism and the European hedgehog are in the same genus and the same species! Both organisms have the same scientific name, Erinaceus europaeus.\n The answer is A.",
+    "7670": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of a can of soup is 15 ounces.\n15 pounds and 15 tons are both too heavy.\n The answer is B.",
+    "7675": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "7679": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.\nSOLUTION: The two trays of lasagna are made of the same material and have the same mass. So, the hotter tray of lasagna has more thermal energy.\n The answer is B.",
+    "7685": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The second answer choice contains a vague pronoun reference. The pronoun his could refer to Tyler's or Dave's.\nThe first answer choice shows a possible correction for the vague pronoun reference. His has been replaced with Dave's.\nTyler worked with Dave to design the new header for Dave's website.\n The answer is B.",
+    "7688": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Walker's genotype for the coat pattern gene is AA. Walker's genotype of AA has only A allelles. The A allele is for solid coloring. So, Walker's phenotype for the coat pattern trait must be solid coloring.\nTo check this answer, consider whether Walker's alleles are dominant or recessive. The allele for solid coloring (A) is dominant over the allele for white spots (a). This means A is a dominant allele, and a is a recessive allele.\nWalker's genotype of AA has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Walker's phenotype for the coat pattern trait must be solid coloring.\n The answer is B.",
+    "7691": "Assistant: LECTURE: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners.\nSOLUTION: The second press release is more formal. It uses more elevated language (area musicians, top honors). The other press release uses idioms (battle it out) and abbreviations (Nov.).\n The answer is B.",
+    "7692": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "7694": "Assistant: LECTURE: The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury\nSOLUTION: The ad appeals to logos, or reason. It mentions the results of tests and focuses on the product's specifications.\n The answer is A.",
+    "7707": "Assistant: SOLUTION: Pierre is the capital of South Dakota.\n The answer is D.",
+    "7709": "Assistant: LECTURE: A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing.\nSOLUTION: In a Venn diagram, each circle shows things that are true for a particular topic. The middle, where the two circles overlap, shows things that are true for both topics. This Venn diagram compares Natty Bumppo and Daniel Boone.\nThe detail fought in the French and Indian War appears in the Daniel Boone circle but not in the Natty Bumppo circle. This tells you that Daniel Boone fought in the French and Indian War but Natty Bumppo did not.\n The answer is B.",
+    "7713": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nSOLUTION: The table tells you that two out of the eight planets are made mainly of gas. So, one-fourth, or 25%, of the planets are made mainly of gas.\n The answer is B.",
+    "7719": "Assistant: LECTURE: A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert.\nSOLUTION: There is not a sentence fragment. These are complete sentences because they express complete thoughts.\nI enjoyed the risotto and the poached pears. Although I didn't care for the seared trout.\n The answer is B.",
+    "7720": "Assistant: LECTURE: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.\nBelow are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.\nBooks:\nFormat | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.\nExample | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.\nEssays, short stories, or poems in an anthology or book:\nFormat | Author(s). \"Essay, Poem, or Short Story Title.\" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.\nExample | James, Henry. \"The Middle Years.\" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.\nMagazine and newspaper articles:\nFormat | Author(s). \"Article Title.\" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.\nExample | Hayes, David J., and James H. Stock. \"The Real Cost of Coal.\" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.\nJournal articles:\nFormat | Author(s). \"Article Title.\" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.\nExample | Gillette, Jane, et al. \"Human Simulations of Vocabulary Learning.\" Cognition 73.2 (1999): 135-176. Print.\nWeb pages:\nFormat | Author(s). \"Page Title.\" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.\nExample | Gunn, Janelle P., and Lauren E. Owens. \"How to Slash Sodium from Your Diet.\" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.\nAdditional guidelines:\nAuthor Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by \"et al.,\" which stands for and others (e.g., Smith, Jane, et al.).\nMedium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are \"Print\" and \"Web,\" but other possibilities include \"Film,\" \"E-mail,\" and \"Lecture.\" Whenever the Medium of Publication is \"Web,\" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.\nEditors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. \"Ed.\" stands for edited by. \"Trans.\" stands for translated by.\nMissing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation \"n. pag.\" is used instead. If a work has no available publication date, the abbreviation \"n.d.\" is used instead. If a work has no available publisher or no available city of publication, the abbreviation \"n.p.\" is used instead.\n\nSOLUTION: Look closely at the Works Cited entry:\nBrenner, Wendy. \"Strange Beads.\" The Best American Essays 2014. Ed. John Jeremiah Sullivan. Boston: Houghton Mifflin, 2014. 5\u201317. Print.\nYou can tell that John Jeremiah Sullivan is the editor by looking at the editor name, which appears after the volume number in the Works Cited entry.\n The answer is B.",
+    "7724": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A comet moth's scientific name is Argema mittrei.\nSphodromantis viridis does not have the same scientific name as a comet moth. So, Argema mittrei and Sphodromantis viridis are not in the same species.\nArgema mittrei has the same scientific name as a comet moth. So, these organisms are in the same species.\nAcanthaster planci does not have the same scientific name as a comet moth. So, Argema mittrei and Acanthaster planci are not in the same species.\n The answer is B.",
+    "7726": "Assistant: LECTURE: In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.\nSOLUTION: Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 3 solute particles on the left side of the membrane and 5 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.\n The answer is A.",
+    "7727": "Assistant: LECTURE: A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing.\nSOLUTION: A bubble map uses lines or arrows to connect things that are related. This bubble map shows information about different bodies of water.\nFollow the lines and arrows to see how the ideas in the bubble map are related. The information about the Gulf of Mexico is directly connected to the information about salt water. So, the Gulf of Mexico contains salt water.\n The answer is A.",
+    "7729": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is C.",
+    "7737": "Assistant: SOLUTION: You can hold a pen in your hand.\nYou can write with a pen.\nA pen may be blue or black.\n The answer is B.",
+    "7756": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of a paper clip is 28 millimeters.\n28 centimeters and 28 meters are both too long.\n The answer is C.",
+    "7758": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Nebraska is farthest east.\n The answer is D.",
+    "7759": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the following statements describe the Steigerwald Forest ecosystem: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has only a few types of trees. It has soil that is rich in nutrients. The following statement does not describe the Steigerwald Forest: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has soil that is poor in nutrients.\n The answer is B.",
+    "7762": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince indignant is between the guide words ignore - ivy, it would be found on that page.\n The answer is B.",
+    "7768": "Assistant: SOLUTION: Montgomery is the capital of Alabama.\n The answer is C.",
+    "7785": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Oklahoma is farthest south.\n The answer is D.",
+    "7795": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "7804": "Assistant: LECTURE: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there\nSOLUTION: A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, De Biesbosch National Park has soil that is rich in nutrients. It also has other water ecosystems nearby.\n The answer is A.",
+    "7805": "Assistant: LECTURE: A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing.\nSOLUTION: A time line shows the order of events by placing them along a line. This time line shows events from Romeo and Juliet by William Shakespeare.\nLook at how the events are ordered on the time line. Events that happen earlier are shown to the left. Events that happen later are shown to the right. Tybalt fights with Romeo is shown farther to the left than Romeo and Juliet meet at the ball. So, Romeo fights with Tybalt first.\n The answer is A.",
+    "7809": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that being socially awkward determines knowledge of workplace safety. This is a personal attack that isn't relevant to Mr. McCormick's desire to prevent workplace injuries. This illustrates a type of logical fallacy known as ad hominem.\n The answer is A.",
+    "7822": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed.\nSOLUTION: Look at the distance each bus moved and the time it took to move that distance.\nOne bus moved 880 kilometers in 10 hours.\nThe other bus moved 850 kilometers in 10 hours.\nNotice that each bus spent the same amount of time moving. The bus that moved 880 kilometers moved a farther distance in that time. So, that bus must have moved at a higher speed.\n The answer is A.",
+    "7825": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion by the skin of his teeth is the Bible.\nIn the Bible, Job complains to God about his hardships, saying that both strangers and those he loves have turned against him. He says, \"My bone cleaveth to my skin and to my flesh, and I am escaped with the skin of my teeth.\" Scholars have long debated the exact meaning of the phrase, but many claim that Job is saying that he narrowly escaped death.\nThe allusion by the skin of his teeth means just barely.\n The answer is A.",
+    "7829": "Assistant: SOLUTION: Cheyenne is the capital of Wyoming.\n The answer is B.",
+    "7832": "Assistant: SOLUTION: Read the text carefully. The underlined text below shows information about each answer choice.\nEarth is surrounded by a layer of gases called the atmosphere. The gases that make up the atmosphere sustain life on Earth. Living organisms take in and release some of these gases. Gases in the atmosphere also help insulate Earth from extreme temperatures and block some harmful forms of sunlight.\nEarth's atmosphere contains many different gases, including oxygen and carbon dioxide. These gases are both taken in and released by living organisms. Animals breathe in oxygen and breathe out carbon dioxide. Plants use carbon dioxide and release oxygen during photosynthesis.\nSome of the gases that make up the atmosphere also insulate Earth, helping to maintain its stable temperatures.\nWhile many gases interact with sunlight, Earth's atmosphere does not provide sunlight.\n The answer is A.",
+    "7833": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince moisture is between the guide words mite - mud, it would be found on that page.\n The answer is A.",
+    "7841": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.\n The answer is C.",
+    "7842": "Assistant: LECTURE: Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?\nFirst, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.\nAfter pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant.\nSOLUTION: Seeds can be big or small. This coconut seed is big.\nSeeds can be many different colors. These maple seeds are green.\nSeeds can be soft or hard. These chestnut seeds are hard.\n The answer is B.",
+    "7844": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nSOLUTION: The table tells you that two out of the eight planets are made mainly of rock. So, one-fourth, or 25%, of the planets are made mainly of rock.\n The answer is A.",
+    "7857": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of a pen is 15 centimeters.\n15 millimeters is too short. 15 meters and 15 kilometers are too long.\n The answer is D.",
+    "7859": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSOLUTION: Look at the picture of the bucket.\nThe bucket is made of metal.\nMetal is a tough material. It does not break down in rainy or windy weather. This makes metal a great material for a bucket.\n The answer is A.",
+    "7860": "Assistant: SOLUTION: The Cenozoic era is the age in which we live. It began sixty-six million years ago.\n The answer is A.",
+    "7866": "Assistant: LECTURE: There is a surplus if there is too much for sale at a given price.\nThere is a shortage if there is not enough for sale at a given price.\nSurpluses and shortages usually happen when people who are selling goods or services charge too much or too little.\nWhen the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.\nWhen the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage.\nSOLUTION: At the current price, there are too many trumpets for sale. There are 15 trumpets for sale, but only 8 people want to buy one.\nSo, there is a surplus of trumpets. The music store will not get any money for the leftover trumpets.\n The answer is B.",
+    "7869": "Assistant:\n The answer is B.",
+    "7873": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses an oxymoron, a joining of two seemingly contradictory terms.\nGenuine imitation leather is a contradiction, because genuine means real, and imitation means fake or synthetic.\n The answer is B.",
+    "7888": "Assistant: LECTURE: Fern plants reproduce using both asexual reproduction and sexual reproduction.\nMature ferns have flat leaves called fronds. Ferns have structures that look like small dots on the underside of their fronds. These structures are called spore cases. The mature ferns use asexual reproduction to make spores. When the spore cases open, the spores are released.\nWhen a spore lands on the ground and germinates, it grows into a small heart-shaped plant. The heart-shaped plant begins the fern's sexual reproduction stage by making eggs and sperm. Ferns live in damp environments, and sperm can swim though small water drops. Self-fertilization happens when a sperm swims to an egg on the same heart-shaped plant. Cross-fertilization happens when the sperm swims to an egg on a nearby plant.\nFertilization happens when a sperm and an egg fuse. The fertilized egg germinates and grows into a mature fern.\nThe mature fern can make spores and begin the fern life cycle again.\nSOLUTION: A fern spore can grow into a heart-shaped plant.\nHeart-shaped plants grow from spores, not from mature ferns.\n The answer is B.",
+    "7892": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nRust forming on a metal gate is a chemical change. As the gate rusts, the metal turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.\nSaliva breaking down a piece of bread is a chemical change. Bread is made up mostly of a chemical called starch. Saliva breaks the bonds between atoms in the starch molecules.\nThe atoms then link together to form smaller, simpler molecules of sugar. The sugar is a different type of matter than the starch.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is C.",
+    "7893": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "7895": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.\nSOLUTION: The text uses an oxymoron, a joining of two seemingly contradictory terms.\nFerocious delicacy is a contradiction, because ferocious describes something that is fierce or wild, while delicacy describes something that is refined or delicate.\n The answer is A.",
+    "7902": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Achilles's heel is Greek mythology.\nIn Greek mythology, Achilles's mother dips him in a river that protects his body wherever it touches. His heel does not get wet, so it is the one part of his body left unprotected. During the Trojan War, an arrow hits Achilles in the heel and kills him.\nThe allusion Achilles's heel means a sole weakness.\n The answer is B.",
+    "7906": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The second answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. They has been replaced with the reporters.\nOn the evening news, the reporters showed rare footage\u2014reportedly taken by a fisherman as he stood on the beach\u2014of sharks fighting over their prey.\n The answer is B.",
+    "7908": "Assistant: SOLUTION: This country is Kiribati.\n The answer is C.",
+    "7914": "Assistant: LECTURE: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there\nSOLUTION: A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Little Corona Beach have daily flooding and draining of seawater. They also have water that is rich in nutrients.\n The answer is B.",
+    "7916": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.\nSOLUTION: Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.\n The answer is A.",
+    "7917": "Assistant: LECTURE: In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes\nSOLUTION: Myrmarachne maxillosa is an animal. Animals are made up of many cells.\n The answer is B.",
+    "7918": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "7923": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. The scarlet rosemallow plant's observable version of the flower color trait is white flowers. So, the plant's phenotype for the flower color trait is white flowers.\n The answer is A.",
+    "7927": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.\nSOLUTION: Look at the picture of the sand tiger shark.\nThe sand tiger shark has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat. The sand tiger shark uses its teeth to cut up meat into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe starry moray has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat.\nThe parrotfish has a small mouth and small teeth. Its mouth is not adapted for tearing through meat. The parrotfish uses its mouth to eat corals.\n The answer is B.",
+    "7933": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.\n The answer is B.",
+    "7936": "Assistant: LECTURE: A food web is a model.\nModels can make things in nature easier to understand. Models can be simpler than the things they represent. A food web is a model that shows where living things in an ecosystem get their food. If a food web showed every living thing in an ecosystem, the food web would be hard to understand. So, each food web shows how some living things in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one living thing to another. Each arrow shows the direction that matter moves when one living thing eats another living thing. An arrow starts from the living thing that is eaten. The arrow points to the living thing that is doing the eating.\nA living thing in a food web can have more than one arrow pointing from it. This shows that the living thing is eaten by more than one other living thing in the food web.\nA living thing in a food web can also have more than one arrow pointing to it. This shows that the living thing eats more than one other living thing in the food web.\nSOLUTION: Omnivores are living things that eat both producers and other living things. So, an omnivore has arrows pointing to it from at least one producer and at least one other living thing.\nThe zooplankton has an arrow pointing to it from the phytoplankton, which is a producer. The zooplankton also has an arrow pointing to it from the larger zooplankton, which is another living thing. The zooplankton eats a producer and another living thing. So, the zooplankton is an omnivore.\nThe kelp bass has only one arrow pointing to it. This arrow starts from the kelp, which is a producer. So, the kelp bass is a herbivore, not an omnivore.\n The answer is B.",
+    "7940": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Destiny wants or needs:\nDestiny will spend more money. Plane tickets for Destiny to get to Virginia are more expensive than tickets to Connecticut.\n The answer is B.",
+    "7945": "Assistant: LECTURE: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners.\nSOLUTION: The second sales pitch is more formal. It uses more elevated language (highly customizable). The other sales pitch uses casual language (like our furniture? Make it yours) and sounds more conversational.\n The answer is B.",
+    "7956": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is A.",
+    "7964": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Nabi's genotype for the agouti fur gene is AA. Nabi's genotype of AA has only A allelles. The A allele is for having agouti fur. So, Nabi's phenotype for the agouti fur trait must be having agouti fur.\nTo check this answer, consider whether Nabi's alleles are dominant or recessive. The allele for having agouti fur (A) is dominant over the allele for not having agouti fur (a). This means A is a dominant allele, and a is a recessive allele.\nNabi's genotype of AA has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Nabi's phenotype for the agouti fur trait must be having agouti fur.\n The answer is B.",
+    "7975": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of the Great Wall of China is 21,000 kilometers.\n21,000 millimeters, 21,000 centimeters, and 21,000 meters are all too short.\n The answer is B.",
+    "7983": "Assistant: LECTURE: Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service.\nSOLUTION: To decide whether sweeping the floor is a good or a service, ask these questions:\nIs sweeping the floor something you can touch? No.\nIs sweeping the floor a job you might pay someone else to do? Yes.\nSo, sweeping the floor is a service.\n The answer is B.",
+    "7993": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?\nThe number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.\nThere are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.\nThere are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard.\nSOLUTION: The better estimate for the length of a rowboat is 3 yards.\n3 inches is too short.\n The answer is A.",
+    "7994": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to fly a helicopter. Instead, some people learn how to fly helicopters. So, flying a helicopter is an acquired trait.\n The answer is A.",
+    "8004": "Assistant: SOLUTION: The colony is Connecticut.\n The answer is B.",
+    "8012": "Assistant: LECTURE: Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?\nFirst, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.\nAfter pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant.\nSOLUTION: Flowers make seeds. After a flower is pollinated, male cells from the pollen combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe fruit can grow around the seeds. But the fruit does not make seeds. Both the fruit and the seeds grow from parts of the flower.\n The answer is A.",
+    "8014": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the mushroom.There are two paths matter can take from the barren-ground caribou to the mushroom: barren-ground caribou->mushroom. barren-ground caribou->grizzly bear->mushroom. There is one path matter can take from the grizzly bear to the mushroom: grizzly bear->mushroom. There are two paths matter can take from the lichen to the mushroom: lichen->barren-ground caribou->mushroom. lichen->barren-ground caribou->grizzly bear->mushroom. There is one path matter can take from the bilberry to the mushroom: bilberry->grizzly bear->mushroom. brown lemming. The only arrow pointing from the brown lemming leads to the earthworm. No arrows point from the earthworm to any other organisms. So, in this food web, matter does not move from the brown lemming to the mushroom..\n The answer is B.",
+    "8018": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A spot-billed pelican's scientific name is Pelecanus philippensis. The first word of its scientific name is Pelecanus.\nArdea herodias is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea herodias and Pelecanus philippensis are not in the same genus.\nBubo scandiacus is in the genus Bubo. The first word of its scientific name is Bubo. So, Bubo scandiacus and Pelecanus philippensis are not in the same genus.\nThis organism and the spot-billed pelican are in the same genus and the same species! Both organisms have the same scientific name, Pelecanus philippensis.\n The answer is B.",
+    "8022": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nBurning a candle is a chemical change. Both the wick and the melted wax burn. They react with oxygen in the air and turn into soot, carbon dioxide, and water.\nDeep-frying chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is B.",
+    "8025": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that beauty is subjective and that everyone has his or her own opinion. However, this argument offers only a broad claim based on too few observations. To provide evidence that beauty is subjective, the argument needs to examine how people around the world have different tastes and preferences.\n The answer is B.",
+    "8029": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux.\nSOLUTION: The source of the allusion raise Cain is the Bible.\nIn the Bible, Adam and Eve's son Cain murders his brother in a jealous rage.\nThe allusion raise Cain means to resort to violence.\n The answer is B.",
+    "8031": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of the air on a cold, rainy day is 42\u00b0F.\n42\u00b0C is too hot.\n The answer is B.",
+    "8035": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nSOLUTION: The two glasses of orange juice have the same mass but different temperatures. Since the 40\u00b0F glass of orange juice is colder than the 50\u00b0F glass of orange juice, it has less thermal energy.\n The answer is B.",
+    "8043": "Assistant: SOLUTION: Look at the table and images.\nBryce wants broccoli. Victor wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is B.",
+    "8049": "Assistant: SOLUTION: Look at the map.\nThe map shows that this location was western Africa.\n The answer is A.",
+    "8053": "Assistant: SOLUTION: Asimina triloba is a plant. Plant cells have a nucleus.\n The answer is A.",
+    "8054": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence asks something, and it ends with a question mark. It is an interrogative sentence.\n The answer is B.",
+    "8055": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince dump is not between the guide words decay - disaster, it would not be found on that page.\n The answer is B.",
+    "8062": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses verbal irony, which involves saying one thing but implying something very different.\nAs speedy as a snail suggests that the Internet connection was very slow. A snail is not speedy, and neither was Beth's Internet connection.\n The answer is A.",
+    "8064": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is C.",
+    "8065": "Assistant: LECTURE: There is a surplus if there is too much for sale at a given price.\nThere is a shortage if there is not enough for sale at a given price.\nSurpluses and shortages usually happen when people who are selling goods or services charge too much or too little.\nWhen the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.\nWhen the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage.\nSOLUTION: At the current price, there are too many mangoes for sale. There are 200 mangoes for sale, but only 170 people want to buy one.\nSo, there is a surplus of mangoes. The grocery store will not get any money for the leftover mangoes.\n The answer is B.",
+    "8070": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is A.",
+    "8071": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses an oxymoron, a joining of two seemingly contradictory terms.\nSomewhat destroyed is a contradiction, because somewhat means partially or moderately, and destroyed implies totally wrecked.\n The answer is B.",
+    "8080": "Assistant: LECTURE: The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.\n The answer is B.",
+    "8088": "Assistant: SOLUTION: Sadie wanted broccoli in her lunch and Kira was hoping for tomatoes. Look at the labeled part of the images.\nSadie has tomatoes. Kira has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is B.",
+    "8090": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A koala is a mammal. It has fur and feeds its young milk.\nKoalas sleep for up to 20 hours a day!\nA red salamander is an amphibian. It has moist skin and begins its life in water.\nRed salamanders do not have lungs. They breathe through their skin!\n The answer is A.",
+    "8093": "Assistant: LECTURE: Banks are places that offer services that have to do with money. For example, banks offer accounts that you can keep your money in. When you put money in a bank account, you trust the bank to look after the money.\nBank accounts are safe places to keep your money. Banks have strong boxes to protect your money from fires and other disasters.\nYou can also use your bank account to get money when you need it. For example, you can write checks to buy things or take money out of an ATM.\nSOLUTION: Keeping your money in a bank account is a good idea. Here are two reasons why:\nYou want to protect the money in a safe place. Banks have strong boxes to protect your money from fires and other disasters.\nYou want to keep your money in a place where you can see it all the time. When you look at your bank account, you can see the money that you have.\n The answer is A.",
+    "8099": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA bumpy object is covered in lumps and bumps. The tree bark and the basketball are not bumpy.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The tree bark and the basketball are not shiny.\nA bouncy object will bounce back from the floor if you drop it. All three objects are bouncy.\nThe property that all three objects have in common is bouncy.\n The answer is C.",
+    "8100": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nButter melting on a hot day is a change of state. So, it is a physical change. The butter changes from solid to liquid, but it is still made of the same type of matter.\nCooking an egg is a chemical change. The heat causes the matter in the egg to change. Cooked egg and raw egg are different types of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nButter melting on a hot day is a physical change. But cooking an egg is not.\nBoth are chemical changes.\nCooking an egg is a chemical change. But butter melting on a hot day is not.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is B.",
+    "8114": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The first closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is B.",
+    "8118": "Assistant: SOLUTION: Cheyenne is the capital of Wyoming.\n The answer is A.",
+    "8134": "Assistant: LECTURE: Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food.\nSOLUTION: A giant panda is an animal. It walks and climbs.\nGiant pandas eat mostly bamboo. But they can also eat other plants and small animals.\nA dandelion is a plant. It can grow small yellow flowers.\nDandelion seeds can be blown long distances by the wind.\n The answer is A.",
+    "8146": "Assistant: LECTURE: A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.\nSOLUTION: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.\nYour hand contains twenty-seven bones, and your foot contains twenty-six.\n The answer is B.",
+    "8150": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nSOLUTION: Look at the picture of the African jacana.\nThe African jacana uses its toes to spread its weight out over a large area. This can help it walk on leaves without sinking into the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe wattled jacana has long, thin toes on its feet. Its feet are adapted for walking on floating leaves.\nThe New Zealand falcon has medium-sized toes with sharp claws. Its feet are not adapted for walking on floating leaves. The New Zealand falcon uses its feet to grab prey.\n The answer is B.",
+    "8163": "Assistant: SOLUTION: Madison is the capital of Wisconsin.\n The answer is B.",
+    "8167": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. Pudge has one allele for a gray body (B) and one allele for a golden body (b). So, Pudge's genotype for the body color gene is Bb.\n The answer is A.",
+    "8168": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.\nSOLUTION: Look at the picture of the armored catfish.\nThe armored catfish's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding. The armored catfish uses its mouth to find food hidden in the sediment at the bottom of rivers, lakes, and the ocean.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bat ray's mouth is located on the underside of its head. Its mouth points downward. Its mouth is adapted for bottom feeding.\nThe clown triggerfish's mouth is not located on the underside of its head. Its mouth is not adapted for bottom feeding.\n The answer is A.",
+    "8174": "Assistant: SOLUTION: Look at the table and images.\nEdwin wants broccoli. Brenda wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is C.",
+    "8176": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses an allusion, a brief reference to someone or something well known.\nNeverland alludes to the story of Peter Pan, a boy who lived in Neverland and never grew up.\n The answer is A.",
+    "8183": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince doze is between the guide words depth - drink, it would be found on that page.\n The answer is A.",
+    "8193": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Nevada is farthest south.\n The answer is D.",
+    "8200": "Assistant: LECTURE: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read?\nSOLUTION: The writer could best improve his or her grammar and mechanics by using consistent verb tenses.\nFor example, the writer could change the underlined text to make it consistent with the present tense.\nWhen my grandparents first bought a computer, they didn't know how to use the Internet, so I sit down with them and show them the ropes. We go over a few basic terms, and I introduce them to different browsers. I taught them where to find the URL for a website and how to use search boxes. We cover different ways to navigate around a website; for example, I show them how to use a mouse, how to scroll up or down a page using the scroll bar, and how to click on links. Now they are excited to be online.\n The answer is A.",
+    "8208": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is A.",
+    "8211": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A European nightjar's scientific name is Caprimulgus europaeus. The first word of its scientific name is Caprimulgus.\nThis organism and the European nightjar are in the same genus and the same species! Both organisms have the same scientific name, Caprimulgus europaeus.\nHaliaeetus leucocephalus is in the genus Haliaeetus. The first word of its scientific name is Haliaeetus. So, Haliaeetus leucocephalus and Caprimulgus europaeus are not in the same genus.\nUlex europaeus and Caprimulgus europaeus are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Ulex europaeus and Caprimulgus europaeus have the same species name within their genus, europaeus. But the first words of their scientific names are different. Ulex europaeus is in the genus Ulex, and Caprimulgus europaeus is in the genus Caprimulgus.\n The answer is A.",
+    "8212": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA sticky object can attach or stick to other things. None of the objects are sticky.\nBlue is a color.\nThis color is blue. All three objects are blue.\nA bouncy object will bounce back from the floor if you drop it. None of the objects are bouncy.\nThe property that all three objects have in common is blue.\n The answer is B.",
+    "8213": "Assistant: SOLUTION: Look at the table and images.\nJustine wants broccoli. Caleb wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is B.",
+    "8221": "Assistant: SOLUTION: Charleston is the capital of West Virginia.\n The answer is B.",
+    "8224": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nSOLUTION: The text uses an idiom, an expression that cannot be understood literally.\nThe idiom since sliced bread suggests that the shoes are a fabulous invention. Sliced bread is often used as a metaphor for something that is excellent or popular.\n The answer is B.",
+    "8225": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "8230": "Assistant: SOLUTION: Denver is the capital of Colorado.\n The answer is C.",
+    "8236": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of a ladybug is 8 millimeters.\n8 centimeters, 8 meters, and 8 kilometers are all too long.\n The answer is D.",
+    "8243": "Assistant: LECTURE: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object.\nSOLUTION: To determine if there is a net force on Gabe, look at the forces:\nEarth's gravity is pulling Gabe down with a force of 400 N.\nThe diving board is pushing Gabe up with a force of 400 N.\nThe forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Gabe.\n The answer is A.",
+    "8248": "Assistant: SOLUTION: Carson City is the capital of Nevada.\n The answer is C.",
+    "8252": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A snowy owl's scientific name is Bubo scandiacus.\nFalco tinnunculus does not have the same scientific name as a snowy owl. So, Bubo scandiacus and Falco tinnunculus are not in the same species.\nArdea alba does not have the same scientific name as a snowy owl. So, Bubo scandiacus and Ardea alba are not in the same species.\nBubo scandiacus has the same scientific name as a snowy owl. So, these organisms are in the same species.\n The answer is A.",
+    "8259": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Atlantic Ocean.\n The answer is A.",
+    "8264": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.\nSOLUTION: The two soap bubbles are made of the same material and have the same mass. So, the soap bubble with less thermal energy has a lower temperature.\n The answer is B.",
+    "8267": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Most humans are born with five toes on each foot. So, having five toes is an inherited trait.\n The answer is A.",
+    "8269": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "8276": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of a grain of rice is 3 millimeters.\n3 centimeters, 3 meters, and 3 kilometers are all too long.\n The answer is A.",
+    "8285": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: The summer squash plant's genotype for the leaf texture gene is ll. The summer squash plant's genotype of ll has only l alleles. The l allele is for smooth leaves. So, the summer squash plant's phenotype for the leaf texture trait must be smooth leaves.\nTo check this answer, consider whether the summer squash plant's alleles are dominant or recessive. The allele for smooth leaves (l) is recessive to the allele for fuzzy leaves (L). This means L is a dominant allele, and l is a recessive allele.\nThe summer squash plant's genotype of ll has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the summer squash plant's phenotype for the leaf texture trait must be smooth leaves.\n The answer is B.",
+    "8294": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Pacific Ocean.\n The answer is D.",
+    "8296": "Assistant: SOLUTION: A conditioned response occurs when an animal learns to associate two events that were not originally related. For example, a dog will naturally salivate at the smell of food (an unconditioned response). However, if a dog learns that the sound of a ringing bell is a sure sign that dinner is coming, it will begin to react to the sound of that bell the same way it reacts to the smell of food (a conditioned response). This is called classical conditioning.\n The answer is B.",
+    "8300": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.\n The answer is A.",
+    "8308": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Jason wants or needs:\nJason will give up the chance to wear the costume he is more excited about.\n The answer is A.",
+    "8321": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nBeating an egg is a physical change. Beating an egg mixes together the egg white, egg yolk, and some air. But mixing these things together does not form a different type of matter.\nMixing lettuce and salad dressing is a physical change. Together, the salad and dressing make a mixture. But making this mixture does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is D.",
+    "8332": "Assistant: LECTURE: The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury\nSOLUTION: The ad appeals to pathos, or emotion. It triggers fear of the animals suffering.\n The answer is C.",
+    "8335": "Assistant: SOLUTION: The First Amendment says that the government cannot take away a person's freedom of speech. Freedom of speech means that Americans can say and write what they want. But there are some limits on freedom of speech. For example, a person cannot write lies about someone in a newspaper. But the government cannot stop speech just because someone disagrees with it. Freedom of religion means a person can choose his or her own religion. In the United States, the government cannot tell a person what to believe. The complete text of the First Amendment is below. Does it mention any other rights? Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.\n The answer is A.",
+    "8338": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nNobody goes there anymore: it's too crowded at first appears to be contradictory, because if no one goes to the restaurant, then the restaurant should be empty, not crowded. However, it contains some truth: if a restaurant is frequently perceived to be too crowded, many people will no longer want to go there.\n The answer is A.",
+    "8346": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Asia.\n The answer is A.",
+    "8357": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.\n The answer is C.",
+    "8358": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the opalescent nudibranch.\nThe opalescent nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the opalescent nudibranch is toxic and dangerous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe blue poison dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators.\nThe lechwe has light-brown fur covering its skin. Its skin is not adapted to be a warning sign that wards off predators.\n The answer is B.",
+    "8362": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The second answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. They has been replaced with scientists.\nScientists are researching a hybrid South African tobacco plant that may decrease reliance on fossil fuels. It contains oily seeds that can be transformed into sustainable biofuel.\n The answer is A.",
+    "8363": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince side is not between the guide words skirt - stories, it would not be found on that page.\n The answer is A.",
+    "8368": "Assistant: LECTURE: Although the Moon appears to shine, it does not give off light. Instead, we can see the Moon because it is lit up by the Sun. The part of the Moon that is both lit up by the Sun and facing Earth is called the Moon's phase.\nThe Moon orbits, or goes around, Earth. As it does, the Moon's phase changes. The model below shows the Moon's phase at eight positions in its orbit. The smaller moons closer to Earth show where sunlight hits the Moon. The larger moons farther from Earth show how the Moon will look during that phase.\nTo use the model, first pick one of the eight positions. Then, imagine standing on Earth and looking up at the Moon. Use the dotted white lines in the model to guide you. The picture of the Moon shows its phase for that position. If you are in the Southern Hemisphere, the Moon will appear flipped, left to right.\n The answer is A.",
+    "8371": "Assistant: LECTURE: A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nSOLUTION: The temperature of each battery decreased, which means that the thermal energy of each battery decreased. So, thermal energy was transferred from each battery to the surroundings.\n The answer is B.",
+    "8374": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to play soccer. Instead, some people learn how to play soccer. Playing the sport takes practice. So, playing soccer is an acquired trait.\n The answer is B.",
+    "8386": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer.\nSOLUTION: The better estimate for the length of a car key is 7 centimeters.\n7 kilometers is too long.\n The answer is B.",
+    "8394": "Assistant: LECTURE: The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.\nAppeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\ninclude an endorsement from a respected organization, such as the American Dental Association\nfeature a testimonial from a \"real person\" who shares the audience's values\nuse an admired celebrity or athlete as a spokesperson\nAppeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\ncite results of clinical trials or independently conducted studies\nexplain the science behind a product or service\nemphasize that the product is a financially wise choice\nanticipate and refute potential counterclaims\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury\nSOLUTION: The ad appeals to pathos, or emotion, by associating the product with feelings of belonging and family love.\n The answer is A.",
+    "8397": "Assistant:\n The answer is A.",
+    "8398": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "8403": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nSOLUTION: Look at the object.\nThink about each property.\nA scratchy object is rough and itchy against your skin. The sandpaper is scratchy.\nA breakable object will break into pieces if you drop it. The sandpaper is not breakable.\n The answer is A.",
+    "8406": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence asks something, and it ends with a question mark. It is an interrogative sentence.\n The answer is C.",
+    "8408": "Assistant: SOLUTION: This country is Solomon Islands.\n The answer is D.",
+    "8422": "Assistant: LECTURE: To stay alive, animal cells must get water and oxygen. Animal cells also produce carbon dioxide, a waste that must be removed. An animal's respiratory and circulatory systems work together to do these jobs.\nAn animal's respiratory system is made up of organs that work together to bring in oxygen gas from the environment. The respiratory system also removes carbon dioxide gas from the animal's body. Some animals have lungs to exchange oxygen and carbon dioxide with the air. Other animals have gills to exchange oxygen and carbon dioxide with water.\nAn animal's circulatory system is made up of organs that work together to move blood through its body. The heart pumps blood through blood vessels throughout the body. As blood moves through blood vessels, it delivers oxygen, nutrients from food, and water to cells. Blood also absorbs waste, including carbon dioxide. When the blood is pumped into the lungs or gills, it releases carbon dioxide and absorbs oxygen.\nSOLUTION: The lungs take air into the body. When the air reaches the lungs, it gives up carbon dioxide gas from the animal's body.\n The answer is A.",
+    "8447": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed.\nSOLUTION: Look at the distance each bicycle moved and the time it took to move that distance. The direction each bicycle moved does not affect its speed.\nNotice that each bicycle moved for 5 hours. The bicycle that moved 70 miles moved the farthest distance in that time. So, that bicycle must have moved at the highest speed.\n The answer is B.",
+    "8449": "Assistant: SOLUTION: This country is Jamaica.\n The answer is C.",
+    "8451": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer.\nSOLUTION: The better estimate for the length of a bus route across a small town is 5 kilometers.\n5 centimeters is too short.\n The answer is B.",
+    "8453": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince fare is not between the guide words flow - four, it would not be found on that page.\n The answer is A.",
+    "8454": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.\nSOLUTION: A crown is a solid. A solid has a size and shape of its own.\nCrowns are made of solid metal.\n The answer is A.",
+    "8456": "Assistant: SOLUTION: This country is the Federated States of Micronesia.\n The answer is C.",
+    "8460": "Assistant: LECTURE: Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n\nSOLUTION: A turtle shell does not have all the properties of a mineral. So, a turtle shell is not a mineral.\n The answer is A.",
+    "8478": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The first greeting is correct:\nIts first word is capitalized, and it ends with a comma. Uncle Dave is capitalized because it is a proper noun.\n The answer is A.",
+    "8487": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed.\nSOLUTION: Look at the distance each ship moved and the time it took to move that distance. The direction each ship moved does not affect its speed.\nNotice that each ship moved for 10 hours. The ship that moved 385 miles moved the farthest distance in that time. So, that ship must have moved at the highest speed.\n The answer is B.",
+    "8490": "Assistant: SOLUTION: The colony is Pennsylvania.\n The answer is B.",
+    "8492": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait.\n The answer is A.",
+    "8496": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.\nSOLUTION: The water in a fishbowl is a liquid. A liquid takes the shape of any container it is in.\nIf you pour water from a fishbowl into a different container, the water will take the shape of that container. But the water will still take up the same amount of space.\n The answer is A.",
+    "8497": "Assistant: SOLUTION: Montgomery is the capital of Alabama.\n The answer is C.",
+    "8498": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow!\nSOLUTION: The sentence asks something, and it ends with a question mark. It is an interrogative sentence.\n The answer is B.",
+    "8500": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed.\nSOLUTION: Look at the distance each mountain biker moved and the time it took to move that distance.\nOne mountain biker moved 100 miles in 10 hours.\nThe other mountain biker moved 190 miles in 10 hours.\nNotice that each mountain biker spent the same amount of time moving. The mountain biker who moved 100 miles moved a shorter distance in that time. So, that mountain biker must have moved at a lower speed.\n The answer is B.",
+    "8502": "Assistant: SOLUTION: Sacramento is the capital of California.\n The answer is B.",
+    "8505": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.\nSOLUTION: The best estimate for the volume of a bottle of hot sauce is 4 fluid ounces.\n4 cups and 4 gallons are both too much.\n The answer is B.",
+    "8509": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses factoid in its traditional sense: something made up presented as a true fact.\nThe lecturer's presentation on economics included some interesting factoids from recent research studies in the field.\nThe second text uses factoid in its nontraditional sense: a trivial but true fact.\nThe lecturer became flustered when a factoid that she had presented was promptly refuted by an expert in the field.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard.\n The answer is B.",
+    "8510": "Assistant: LECTURE: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group.\nSOLUTION: To decide if an animal is part of a group, look at the traits of the group.\nFish have the following traits:\nThey have fins, not limbs.\nThey make eggs with no shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA green frog has the following traits:\nIt spends part of its life in water and part on land.\nIt has moist skin.\nIt makes eggs with no shells.\nA green frog does not have all of the traits of a fish. A green frog is an amphibian.\nA minnow has the following traits:\nIt has fins, not limbs.\nIt makes eggs with no shells.\nA minnow has the traits of a fish. A minnow is a fish.\n The answer is B.",
+    "8515": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nA copper statue turning green is a chemical change. The copper reacts with oxygen in the air. This reaction forms a different type of matter called copper oxide. The copper oxide is green.\nFiring a clay pot in a hot kiln is a chemical change. High temperatures cause the clay to slowly harden. After several hours in the kiln, the clay will have changed into a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nFiring is caused by heating. But a copper statue turning green is not.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is D.",
+    "8516": "Assistant: SOLUTION: Mark wanted broccoli in his lunch and Valeria was hoping for tomatoes. Look at the labeled part of the images.\nMark has tomatoes. Valeria has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is A.",
+    "8518": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is A.",
+    "8520": "Assistant: SOLUTION: Harrisburg is the capital of Pennsylvania.\n The answer is A.",
+    "8533": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion We're not in Kansas anymore is a movie.\nIn the 1939 film The Wizard of Oz, Dorothy, a young farm girl from Kansas, finds herself in Oz, an unusual place that looks nothing like her home. She says to her dog, \"Toto, I've a feeling we're not in Kansas anymore.\"\nThe allusion We're not in Kansas anymore means we're in an unfamiliar place.\n The answer is B.",
+    "8536": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince mar is not between the guide words modest - musician, it would not be found on that page.\n The answer is A.",
+    "8541": "Assistant: LECTURE: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.\nSOLUTION: When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down.\n The answer is B.",
+    "8542": "Assistant: SOLUTION: Montpelier is the capital of Vermont.\n The answer is D.",
+    "8543": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "8551": "Assistant: LECTURE: An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.\nSOLUTION: Bradypus variegatus is written in italics. The first word is capitalized, and the second word is not.\nSo, Bradypus variegatus is the scientific name.\n The answer is B.",
+    "8553": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to cook. Instead, many people learn how to cook. So, cooking is an acquired trait.\n The answer is B.",
+    "8554": "Assistant: SOLUTION: Honolulu is the capital of Hawaii.\n The answer is A.",
+    "8557": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow!\nSOLUTION: The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence.\n The answer is A.",
+    "8571": "Assistant: LECTURE: A force is a push or a pull that one object applies to a second object.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.\nSOLUTION: The woman's finger applies a force to the first domino. This force knocks the domino over. The direction of this force is away from the woman's finger. This force is a push.\n The answer is B.",
+    "8572": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "8573": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence asks something, and it ends with a question mark. It is an interrogative sentence.\n The answer is C.",
+    "8580": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The second answer choice contains a vague pronoun reference. The pronoun she could refer to Kate or Katie.\nKate asked Katie to make a flourless chocolate cake for their book club meeting because she has a gluten allergy.\nThe first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nBecause Katie has a gluten allergy, Kate asked her to make a flourless chocolate cake for their book club meeting.\n The answer is A.",
+    "8581": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: Sharon fell asleep Mom put a blanket on her is a run-on sentence. It has two sentences that are joined without end punctuation: Sharon fell asleep and Mom put a blanket on her.\n The answer is B.",
+    "8583": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in future tense. You can tell because it uses will before the main verb, go. The verb tells you about something that is going to happen.\n The answer is C.",
+    "8584": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nBetween jobs is an indirect way of saying unemployed.\n The answer is B.",
+    "8587": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA hard object does not change shape when pressed or squeezed. None of the objects are hard.\nA stretchy object gets longer when you pull on it. All three objects are stretchy.\nA bouncy object will bounce back from the floor if you drop it. The ceramic mug and the water pitcher are not bouncy.\nThe property that all three objects have in common is stretchy.\n The answer is C.",
+    "8595": "Assistant: LECTURE: A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks.\nSOLUTION: This is a run-on sentence. It is a comma splice formed from two sentences run together, joined by just a comma.\nThe honey mushroom, a fungus spreading over more than two thousand acres across eastern Oregon's Malheur National Forest, is thought to be the largest living organism on Earth.\nHere is one way to fix the run-on sentence:\nThe honey mushroom, a fungus spreading over more than two thousand acres across eastern Oregon's Malheur National Forest, is thought to be the largest living organism on Earth.\n The answer is A.",
+    "8599": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is A.",
+    "8606": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.\n The answer is B.",
+    "8609": "Assistant: LECTURE: Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n\nSOLUTION: Quartzite does not have all the properties of a mineral. So, quartzite is not a mineral.\n The answer is A.",
+    "8614": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.\n The answer is B.",
+    "8618": "Assistant: LECTURE: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you.\nSOLUTION: Samantha's foot is pushing on the gas pedal. So, Newton's third law tells you that the gas pedal is pushing on Samantha's foot.\n The answer is A.",
+    "8625": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "8640": "Assistant: SOLUTION: The city is Miami, Florida. Oklahoma City, New Orleans, and Nashville are marked with gray circles on the map below.\n The answer is D.",
+    "8648": "Assistant: SOLUTION: The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.\n The answer is B.",
+    "8666": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.\nSOLUTION: The best estimate for the volume of a thermos is 6 cups.\n6 fluid ounces is too little and 6 gallons is too much.\n The answer is B.",
+    "8671": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed.\nSOLUTION: Look at the distance each goose moved and the time it took to move that distance. The direction each goose moved does not affect its speed.\nNotice that each goose moved for 5 hours. The goose that moved 120 miles moved the shortest distance in that time. So, that goose must have moved at the lowest speed.\n The answer is C.",
+    "8672": "Assistant: LECTURE: Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds.\nSOLUTION: The words three and bee rhyme. They both end with the ee sound.\nThe word green does not rhyme. It ends with a different sound.\n The answer is C.",
+    "8676": "Assistant: SOLUTION: Look at the table and images.\nGordon wants broccoli. Ariel wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is D.",
+    "8681": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince because is between the guide words bare - bite, it would be found on that page.\n The answer is A.",
+    "8686": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun she could refer to Mrs. Herman or her friend.\nMrs. Herman told her friend that she needs to exercise on a regular basis and get more sleep in order to have more energy throughout the day.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nMrs. Herman told her friend to exercise on a regular basis and get more sleep in order to have more energy throughout the day.\n The answer is A.",
+    "8689": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux.\nSOLUTION: The source of the allusion by the skin of his teeth is the Bible.\nIn the Bible, Job complains to God about his hardships, saying that both strangers and those he loves have turned against him. He says, \"My bone cleaveth to my skin and to my flesh, and I am escaped with the skin of my teeth.\" Scholars have long debated the exact meaning of the phrase, but many claim that Job is saying that he narrowly escaped death.\nThe allusion by the skin of his teeth means just barely.\n The answer is B.",
+    "8692": "Assistant: LECTURE: In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes\nSOLUTION: Polytrichum commune is a plant. Plants are made up of many cells.\n The answer is B.",
+    "8703": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun she could refer to Katie or Abby.\nKatie looks almost identical to her twin sister Abby, but she has pierced ears.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nKatie has pierced ears, but otherwise she looks almost identical to her twin sister Abby.\n The answer is A.",
+    "8709": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nSOLUTION: Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.\n The answer is C.",
+    "8715": "Assistant: LECTURE: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense.\nSOLUTION: A yak is a living thing.\nYaks grow and respond to their environment. They need food and water. Yaks are made up of many cells.\nA bracelet is not a living thing.\nBracelets do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nA ferris wheel is not a living thing.\nA ferris wheel does not have all the traits of a living thing. It moves in a circle, but it does not grow. It does not need food or water.\nRain is not a living thing.\nRain is made of water. It helps living things survive. But it does not have all the traits of a living thing. Rain does not grow or need food.\n The answer is A.",
+    "8720": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.\n The answer is B.",
+    "8721": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is B.",
+    "8722": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Africa.\n The answer is A.",
+    "8727": "Assistant: SOLUTION: Hartford is the capital of Connecticut.\n The answer is C.",
+    "8729": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses nauseous in its traditional sense: causing disgust or nausea.\nDanielle couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past.\nThe second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nThe odor emanating from the landfill made Danielle so nauseous that she had to roll up the car windows as she drove past.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard.\n The answer is A.",
+    "8732": "Assistant: SOLUTION: Look at the text in bold below. It tells you why farmers had appreciated cats eight thousand years ago.\nCats are among the most popular pets in the world. Millions of people have welcomed cats into their homes. Indeed, researchers believe that the relationship between cats and humans goes back to prehistoric times. But throughout history, different cultures and people around the world have had different sentiments about cats. Such feelings have ranged from fear to worship.\n The answer is B.",
+    "8743": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow!\nSOLUTION: The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence.\n The answer is B.",
+    "8749": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nLoose matter such as sand and dirt is called sediment. Sediment settling to the bottom of a muddy puddle is a physical change.\nThe sediment sinks, and the water above becomes clearer. This separates the water from the sediment. But separating a mixture does not form a different type of matter.\nDry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation.\nDry ice becoming a gas is a physical change. A change of state does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is D.",
+    "8752": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince distribute is between the guide words desk - drop, it would be found on that page.\n The answer is B.",
+    "8763": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Jacob Trevino is the most qualified candidate, because so many voters turned out to vote. However, even though many people voted for him, that doesn't necessarily mean that Jacob Trevino is the most qualified candidate. This illustrates a type of logical fallacy known as the bandwagon fallacy.\n The answer is A.",
+    "8769": "Assistant: SOLUTION: Jefferson City is the capital of Missouri.\n The answer is C.",
+    "8779": "Assistant: LECTURE: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object.\nSOLUTION: To determine if there is a net force on the ice cube, look at the forces:\nEarth's gravity is pulling the ice cube down with a force of 0.1 N.\nThe water is pushing the ice cube up with a force of 0.1 N.\nThe forces are in opposite directions, and the forces have the same magnitude: 0.1 N. This means that the forces are balanced, so there is no net force on the ice cube.\n The answer is B.",
+    "8785": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is A.",
+    "8793": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to play hockey. Instead, some people learn how to play hockey. Playing the sport takes practice. So, playing hockey is an acquired trait.\n The answer is B.",
+    "8798": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA flexible object can be folded or bent without breaking easily. The sidewalk is not flexible.\nPotato chips have a salty taste. The pineapple is not salty.\nA rough object feels scratchy when you touch it. All four objects are rough.\nThe property that all four objects have in common is rough.\n The answer is B.",
+    "8805": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nLisbon, Portugal, has cloudy skies today. So, the air pressure is low.\nAir pressure is caused by the weight of the air in the atmosphere. When the air pressure is low, the sky is usually cloudy.\nThis passage tells you about the air pressure in Lisbon today. It describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is A.",
+    "8811": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA stretchy object gets longer when you pull on it. The feather and the paper crane are not stretchy.\nA bumpy object is covered in lumps and bumps. All three objects are bumpy.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The feather and the paper crane are not translucent.\nThe property that all three objects have in common is bumpy.\n The answer is C.",
+    "8819": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A song should be in quotation marks.\nThe correct title is \"Any Dream Will Do.\"\n The answer is B.",
+    "8841": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "8847": "Assistant: LECTURE: The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.\n The answer is B.",
+    "8852": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSOLUTION: Look at the picture of the clothes hanger.\nThe clothes hanger is made of metal.\nHangers can also be made of plastic. Some hangers are even made from corn!\n The answer is A.",
+    "8862": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the elementary substance copper.\nIn a space-filling model, the balls represent atoms that are bonded together. The color of a ball represents a specific chemical element. The atomic symbol for that chemical element is shown in the legend.\nSOLUTION: Use the model to determine whether nickel is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the space-filling model shown above, all of the balls are the same color:\n. The legend shows that dark blue represents the chemical element with the atomic symbol Ni. So, the model shows you that nickel is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that nickel is composed of only one chemical element. So, nickel is an elementary substance.\n The answer is A.",
+    "8876": "Assistant: LECTURE: A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing.\nSOLUTION: In a Venn diagram, each circle shows information that is true for a particular topic. In any area where circles overlap, the information is true for all of the overlapping topics. This Venn diagram shows information about two ancient poems.\nThe detail about the Trojan War appears in the circle for the Odyssey but not in the circle for the Aeneid. This tells you that only the Odyssey is set after the Trojan War.\n The answer is A.",
+    "8878": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms.\nSOLUTION: You can tell whether silicon dioxide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for silicon dioxide, SiO2, contains two atomic symbols: Si for silicon and O for oxygen. So, the formula tells you that silicon dioxide is composed of two chemical elements bonded together.\nSince silicon dioxide is composed of multiple chemical elements bonded together, silicon dioxide is a compound.\n The answer is A.",
+    "8880": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nSOLUTION: Look at the picture of the bronze-winged jacana.\nThe bronze-winged jacana uses its toes to spread its weight out over a large area. This can help it walk on leaves without sinking into the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe purple gallinule has long, thin toes on its feet. Its feet are adapted for walking on floating leaves.\nThe Magellan penguin has webbed feet. Its feet are not adapted for walking on floating leaves. The Magellan penguin uses its feet to swim.\n The answer is B.",
+    "8884": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of an adult great white shark is 4 yards.\n4 inches and 4 feet are both too short.\n The answer is A.",
+    "8887": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses onomatopoeia, a word that expresses a sound.\nBeep represents the sound that tells the caller to start recording a message.\n The answer is B.",
+    "8889": "Assistant: LECTURE: The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.\n The answer is B.",
+    "8890": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The second answer choice contains a vague pronoun reference. The pronoun them could refer to the branches or the power lines.\nThe first answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the branches.\nSince the branches had grown over the power lines, Lauren requested a permit to have the branches removed.\n The answer is B.",
+    "8894": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Jupiter's genotype for the coat pattern gene is AA. Jupiter's genotype of AA has only A allelles. The A allele is for a black coat. So, Jupiter's phenotype for the coat pattern trait must be a black coat.\nTo check this answer, consider whether Jupiter's alleles are dominant or recessive. The allele for a spotted coat (a) is recessive to the allele for a black coat (A). This means A is a dominant allele, and a is a recessive allele.\nJupiter's genotype of AA has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Jupiter's phenotype for the coat pattern trait must be a black coat.\n The answer is B.",
+    "8897": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince blueberry is between the guide words beginner - bottom, it would be found on that page.\n The answer is A.",
+    "8901": "Assistant: SOLUTION: Before the Louisiana Purchase, the western boundary of the United States was the Mississippi River.\n The answer is B.",
+    "8904": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.\nSOLUTION: The best estimate for the volume of a large trash can is 16 gallons.\n16 fluid ounces and 16 cups are both too little.\n The answer is B.",
+    "8905": "Assistant: LECTURE: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense.\nSOLUTION: A shoe is not a living thing.\nShoes do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nAn iceberg is not a living thing.\nAn iceberg does not have all the traits of a living thing. It may grow or melt in response to the world around it, but it does not need food.\nA fig tree is a living thing.\nFig trees grow and respond to their environment. They need food and water. Fig trees are made up of many cells.\nFig trees are plants. They make their own food using water, carbon dioxide, and energy from sunlight.\nA pushpin is not a living thing.\nPushpins do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\n The answer is D.",
+    "8906": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is B.",
+    "8917": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA hard object does not change shape when pressed or squeezed. The candy sprinkles, the ice pop, and the ice cream sundae are hard, but the chocolate milkshake is not.\nA stretchy object gets longer when you pull on it. The ice pop is not stretchy.\nA sticky object can attach or stick to other things. All four objects are sticky.\nThe property that all four objects have in common is sticky.\n The answer is A.",
+    "8931": "Assistant: LECTURE: Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.\nSOLUTION: To describe the average precipitation trends in Boston, look at the graph.\nChoice \"Mar\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"Precipitation does not change much from month to month in Boston.\" is incorrect.\nOn average, more precipitation falls between November and April than between May and October.\nChoice \"About the same amount of precipitation falls each month between May and October.\" is incorrect.\nThe average precipitation each month between May and October is about 3 inches. So, about the same amount of precipitation falls during each of these months.\nChoice \"March is the month with the highest average precipitation.\" is incorrect.\nJanuary, not March, has the highest average monthly precipitation.\n The answer is B.",
+    "8932": "Assistant: LECTURE: Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.\n The answer is B.",
+    "8937": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux.\nSOLUTION: The source of the allusion Nostradamus is history.\nNostradamus, a sixteenth-century French astrologer and physician, is best known as the author of a book of prophecies.\nThe allusion Nostradamus means a seer or predictor of the future.\n The answer is B.",
+    "8948": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "8952": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is B.",
+    "8957": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nSOLUTION: Look at the picture of the bronze-winged jacana.\nThe bronze-winged jacana uses its toes to spread its weight out over a large area. This can help it walk on leaves without sinking into the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe northern jacana has long, thin toes on its feet. Its feet are adapted for walking on floating leaves.\nThe emu has large, heavy feet with thick toes. Its feet are not adapted for walking on floating leaves. The emu uses its feet to walk and run on hard ground.\n The answer is B.",
+    "8959": "Assistant: LECTURE: The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.\n The answer is B.",
+    "8963": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The first sentence is less formal. You can tell because it uses a contraction (didn't).\nThe second sentence does not use a contraction, so it is more formal.\n The answer is B.",
+    "8965": "Assistant: SOLUTION: This country is Saint Lucia.\n The answer is B.",
+    "8969": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince map is between the guide words meddle - mound, it would be found on that page.\n The answer is A.",
+    "8972": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different species of organisms. So, the following statement describes the Yasuni National Park ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different species of organisms. It has soil that is poor in nutrients. The following statements do not describe Yasuni National Park: year-round rain and warm temperatures, soil that is poor in nutrients, and many different species of organisms. It has mostly small plants. It has soil that is rich in nutrients.\n The answer is B.",
+    "8974": "Assistant: LECTURE: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you.\nSOLUTION: Pete is pulling on the suitcase. So, Newton's third law tells you that the suitcase is pulling on Pete.\n The answer is B.",
+    "8980": "Assistant: LECTURE: Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.\nSOLUTION: To describe the average precipitation trends in New Orleans, look at the graph.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"October is the wettest month.\" is incorrect.\nEvery other month has a higher average precipitation than October. So, October is the driest, not the wettest, month.\nChoice \"The wettest months of the year are June, July, and August.\" is incorrect.\nOn average, more precipitation falls during June, July, and August than during other months of the year. So, June, July, and August are the wettest months.\nChoice \"June, July, and August are the driest months of the year.\" is incorrect.\nOn average, slightly more precipitation falls during June, July, and August than during the other months of the year. So, June, July, and August are not the driest months.\n The answer is A.",
+    "9001": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nSOLUTION: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nThe hyperbole dinosaurs were still roaming the Earth suggests that Lorenzo hasn't cleaned his room in a very long time. He did not actually clean his room millions of years ago when dinosaurs existed.\n The answer is B.",
+    "9003": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSOLUTION: Look at the picture of the dress.\nThe dress is made of cotton.\nDresses can be made of many different types of cotton fabric, such as silk or rayon. This dress is made of rayon.\n The answer is B.",
+    "9004": "Assistant:\n The answer is C.",
+    "9005": "Assistant: LECTURE: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms.\nSOLUTION: Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for helium contains one symbol: He. So, helium is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, helium is an elementary substance. The chemical formula for boron trifluoride contains two symbols: B for boron and F for fluorine. So, boron trifluoride is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, boron trifluoride is a compound, not an elementary substance. The chemical formula for fluoromethanol contains three symbols: C for carbon, H for hydrogen, and F for fluorine. So, fluoromethanol is made of three chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, fluoromethanol is a compound, not an elementary substance.\n The answer is A.",
+    "9010": "Assistant: SOLUTION: Honolulu is the capital of Hawaii.\n The answer is A.",
+    "9019": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.\n The answer is A.",
+    "9038": "Assistant: LECTURE: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it.\nSOLUTION: Flexible is a property. A flexible material can be bent without breaking easily.\nLook at each picture, one at a time. Imagine bending the material shown in each picture.\nOf the choices, the rubber gloves are the most flexible. If you bend rubber, it will not break.\n The answer is A.",
+    "9052": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram.\nSOLUTION: The better estimate for the mass of a goat is 30 kilograms.\n30 grams is too light.\n The answer is B.",
+    "9054": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince leaf is between the guide words land - lilac, it would be found on that page.\n The answer is A.",
+    "9055": "Assistant: SOLUTION: A plant cell does not have a cell membrane.\nThis statement is false. Every cell has a cell membrane. The cell membrane controls which substances enter and leave the cell.\n The answer is B.",
+    "9057": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, or article should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A magazine should be in italics.\nThe correct title is **Car and Driver**.\n The answer is A.",
+    "9058": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n\nSOLUTION: To determine if this statement is true, calculate the value of 10,000 times the volume of Mars.\nThen compare the result to the volume of Jupiter. Jupiter's volume is 1.43 x 10^15 km^3, which is less than 1.63 x 10^15 km^3. So, Jupiter's volume is less than 10,000 times as large as the volume of Mars.\n The answer is B.",
+    "9067": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Idaho is farthest west.\n The answer is B.",
+    "9068": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA soft object changes shape when you squeeze it. The shield is not soft.\nA hard object keeps its shape when you squeeze it. Both objects are hard.\nThe property that both objects have in common is hard.\n The answer is A.",
+    "9070": "Assistant: SOLUTION: Indianapolis is the capital of Indiana.\n The answer is B.",
+    "9071": "Assistant: LECTURE: Evidence is information that tells you something happened.\nHow do you look for evidence of a change to Earth's surface?\nThere are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.\nHere are some examples of what the evidence for different changes might be:\nCause of the change | Evidence of the change\nearthquake | cracks in the ground; houses with broken walls and roofs\nvolcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground\nerosion | a canyon with a river flowing through it; a river carrying sand and mud\nBe careful when you are looking for evidence!\nA picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!\nFor example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.\n The answer is A.",
+    "9084": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.\n The answer is B.",
+    "9089": "Assistant: LECTURE: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there\nSOLUTION: A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, Gunung Leuser National Park has year-round warm temperatures. It also has soil that is poor in nutrients.\n The answer is A.",
+    "9091": "Assistant: LECTURE: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving.\nSOLUTION: Complete the sentence with the word calling. It describes the pie as if it were a person who is trying to get noticed.\n The answer is A.",
+    "9093": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nSOLUTION: Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.\n The answer is B.",
+    "9095": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the Taklamakan Desert has dry, thin soil. It also has a small amount of rain or snow.\n The answer is A.",
+    "9096": "Assistant: SOLUTION: The colony is Pennsylvania.\n The answer is C.",
+    "9101": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in present tense. You can tell because it uses a present-tense verb, chops. The verb ends in -s and tells you about something that is true or happening now.\n The answer is B.",
+    "9104": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nBaking an apple pie is a chemical change. The type of matter in the pie changes. The apples become soft, and the crust turns brown.\nUsing polish to remove tarnish from a silver spoon is a chemical change. The polish changes the tarnish into a different type of matter that can be easily wiped away. This makes the silver spoon look shiny again.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBaking is caused by heating. But using polish to remove tarnish from a silver spoon is not.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is D.",
+    "9106": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that a person who never finished law school shouldn't be trusted to watch children. This is a personal attack that isn't relevant to whether the person is qualified to watch children. This illustrates a type of logical fallacy known as ad hominem.\n The answer is A.",
+    "9109": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with one source.\nWhen Molly was researching the lives of famous scientists, one source said that Albert Einstein had a speech impediment when he was a child.\n The answer is B.",
+    "9120": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.\n The answer is B.",
+    "9127": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction because.\nBecause most wild orchids naturally affix themselves to trees and branches, planting an orchid in soil will likely kill it.\n The answer is D.",
+    "9134": "Assistant: SOLUTION: Little Rock is the capital of Arkansas.\n The answer is A.",
+    "9143": "Assistant: LECTURE: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object.\nSOLUTION: To determine if there is a net force on Max, look at the forces:\nEarth's gravity is pulling Max down with a force of 400 N.\nThe diving board is pushing Max up with a force of 400 N.\nThe forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Max.\n The answer is B.",
+    "9144": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Missouri is farthest north.\n The answer is A.",
+    "9146": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince very is between the guide words vain - vinegar, it would be found on that page.\n The answer is A.",
+    "9150": "Assistant: SOLUTION: Look at the table and images.\nJasmine wants broccoli. Bryan wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is D.",
+    "9169": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nSOLUTION: Look at the picture of the Suriname toad.\nThe Suriname toad has webbed feet. Its feet are adapted for swimming. As it swims, the Suriname toad uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe African clawed frog has webbed feet. Its feet are adapted for swimming.\nThe giraffe has large, heavy, hoofed feet. Its feet are not adapted for swimming. The giraffe uses its feet to walk and run on hard ground.\n The answer is B.",
+    "9177": "Assistant: SOLUTION: Austin is the capital of Texas.\n The answer is C.",
+    "9189": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Wendy wants or needs:\nWendy will give up the chance to watch the movie that she is more excited about.\n The answer is B.",
+    "9196": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is C.",
+    "9197": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A Chinese mitten crab's scientific name is Eriocheir sinensis.\nMelanoplus bivittatus does not have the same scientific name as a Chinese mitten crab. So, Eriocheir sinensis and Melanoplus bivittatus are not in the same species.\nAcanthaster planci does not have the same scientific name as a Chinese mitten crab. So, Eriocheir sinensis and Acanthaster planci are not in the same species.\nEriocheir sinensis has the same scientific name as a Chinese mitten crab. So, these organisms are in the same species.\n The answer is C.",
+    "9205": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nLoose matter such as sand and dirt is called sediment. Sediment settling to the bottom of a muddy puddle is a physical change.\nThe sediment sinks, and the water above becomes clearer. This separates the water from the sediment. But separating a mixture does not form a different type of matter.\nAn iceberg melting is a change of state. So, it is a physical change. An iceberg is made of frozen water. As it melts, the water changes from a solid to a liquid. But a different type of matter is not formed.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nAn iceberg melting is caused by heating. But sediment settling to the bottom of a muddy puddle is not.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is B.",
+    "9214": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses verbal irony, which involves saying one thing but implying something very different.\nGood luck ironically suggests that Alec was upset about staying home. Alec was actually unlucky because he couldn't join his friends at the water park.\n The answer is A.",
+    "9218": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Juan sat down on the rickety old chair, it abruptly collapsed beneath him.\n The answer is D.",
+    "9223": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the earthworm.\nThe only arrow pointing from the barren-ground caribou leads to the grizzly bear. The only arrow pointing from the grizzly bear leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the barren-ground caribou to the earthworm.\n The answer is B.",
+    "9225": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nSOLUTION: The text uses personification, giving human characteristics to nonhuman things.\nGlared at him suggests that it bothered Stefan that the essay wasn't finished. The essay is like a person who is bothering Stefan.\n The answer is B.",
+    "9231": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Brad doesn't think Americans should learn English because he wants them to learn foreign languages. However, this misrepresents Brad's argument. Brad only wants more foreign language instruction. He says nothing about eliminating English instruction. This illustrates a type of logical fallacy known as a straw man.\n The answer is B.",
+    "9232": "Assistant: LECTURE: A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nSOLUTION: The temperature of each aquarium decreased, which means that the thermal energy of each aquarium decreased. So, thermal energy was transferred from each aquarium to the surroundings.\n The answer is A.",
+    "9233": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA breakable object will break into pieces if you drop it. Neither of the objects are breakable.\nA rough object feels scratchy when you touch it. Both objects are rough.\nThe property that both objects have in common is rough.\n The answer is B.",
+    "9242": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statements describe the Kibale National Forest ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has year-round rain and warm temperatures. It has soil that is poor in nutrients. The following statement does not describe Kibale National Forest: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has soil that is rich in nutrients.\n The answer is A.",
+    "9247": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Grace's work is low quality because her friend's work is low quality. However, the work of Grace's friend does not necessarily reflect the quality of Grace's work. This illustrates a type of logical fallacy known as guilt by association.\n The answer is B.",
+    "9248": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of a sofa is 6 feet.\n6 inches is too short and 6 yards is too long.\n The answer is A.",
+    "9249": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Florida is farthest east.\n The answer is B.",
+    "9257": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nSOLUTION: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism your services will no longer be required means that the gardener is being fired.\n The answer is B.",
+    "9262": "Assistant: LECTURE: A continent is one of the seven largest areas of land on earth.\nSOLUTION: This continent is Asia.\n The answer is A.",
+    "9266": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.\n The answer is A.",
+    "9275": "Assistant: SOLUTION: Jackson is the capital of Mississippi.\n The answer is A.",
+    "9277": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.\n The answer is A.",
+    "9278": "Assistant: LECTURE: A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks.\nSOLUTION: This is a run-on sentence. It is a comma splice formed from two sentences run together, joined by just a comma.\nRight-handedness is controlled by genetics, interestingly enough, the same genes are also responsible for the brain becoming more specialized at certain tasks.\nHere is one way to fix the run-on sentence:\nRight-handedness is controlled by genetics. Interestingly enough, the same genes are also responsible for the brain becoming more specialized at certain tasks.\n The answer is A.",
+    "9283": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.\nSOLUTION: A Galapagos giant tortoise is a reptile. It has scaly, waterproof skin.\nGalapagos tortoises live on the Galapagos Islands in the Pacific Ocean. They can live to be over 150 years old!\nA rabbit is a mammal. It has fur and feeds its young milk.\nRabbits live underground in burrows. A group of rabbit burrows is called a warren.\nAn albatross is a bird. It has feathers, two wings, and a beak.\nAlbatrosses live near the ocean. They hunt squid, fish, and other small animals.\nA western gorilla is a mammal. It has fur and feeds its young milk.\nGorillas live in groups called troops. The largest male in the troop is usually the leader.\n The answer is B.",
+    "9285": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.\n The answer is C.",
+    "9287": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Chester's genotype for the fur texture gene is ff. Chester's genotype of ff has only f alleles. The f allele is for soft fur. So, Chester's phenotype for the fur texture trait must be soft fur.\nTo check this answer, consider whether Chester's alleles are dominant or recessive. The allele for soft fur (f) is recessive to the allele for rough fur (F). This means F is a dominant allele, and f is a recessive allele.\nChester's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Chester's phenotype for the fur texture trait must be soft fur.\n The answer is B.",
+    "9288": "Assistant: LECTURE: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells.\nSOLUTION: Hard is a property. A hard material keeps its shape when you press on it with your finger.\nLook at each picture, one at a time. Imagine pushing on the material shown in each picture.\nOf the choices, the asphalt road is harder. If you step on an asphalt road, it will not change shape.\n The answer is B.",
+    "9290": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of a soccer field is 370 feet.\n370 inches is too short. 370 yards and 370 miles are too long.\n The answer is C.",
+    "9294": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA slippery object is hard to hold onto or stand on. The yarn pom pom and the tennis ball are not slippery.\nBlue is a color.\nThis color is blue. The yarn pom pom and the tennis ball are blue.\nA fuzzy object is covered in soft hair. All three objects are fuzzy.\nThe property that all three objects have in common is fuzzy.\n The answer is B.",
+    "9295": "Assistant: LECTURE: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.\nIn a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.\nThe original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.\nThe substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.\nSo, in a chemical reaction, reactants go through a chemical change to form products.\nSOLUTION: Read the underlined text carefully. Look for information about what happens to water in this chemical reaction.\nHydrogen peroxide, a household disinfectant, breaks down into water and oxygen gas over time. Light speeds up this process, so hydrogen peroxide is typically stored in a dark-colored bottle. The bottle's dark coloring blocks light and makes the hydrogen peroxide last longer.\nThe underlined text tells you that water forms when hydrogen peroxide breaks down. Because water is produced by this chemical reaction, water is a product.\n The answer is B.",
+    "9304": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.\nSOLUTION: The text uses assonance, the repetition of a vowel sound in a series of nearby words.\nThe words ask, not, can, and country share a vowel sound.\n The answer is A.",
+    "9323": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses travesty in its traditional sense: a ridiculous imitation; a parody.\nIn 1687, John Phillips published a controversial English translation of Cervantes's Don Quixote. Phillips's translation, a travesty of the original story, was filled with vulgar humor.\nThe second text uses travesty in its nontraditional sense: a disappointment or a tragedy.\nJohn Milton's epic poem Paradise Lost was first published in 1667. It's a travesty that only thirty-three pages of the original manuscript have survived.\nMost style guides recommend to use the traditional sense of the word travesty because it is considered more standard.\n The answer is A.",
+    "9328": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.\n The answer is A.",
+    "9330": "Assistant: SOLUTION: Madison is the capital of Wisconsin.\n The answer is A.",
+    "9332": "Assistant: SOLUTION: Augusta is the capital of Maine.\n The answer is C.",
+    "9336": "Assistant: SOLUTION: The prefix re- means \"again.\" The word construct means \"to build.\" So, reconstruct means \"to build something again.\" After the war, the Confederate states rejoined the Union states. The border states were Southern states that had never seceded. In 1861, the Civil War started when 11 Southern states seceded, or withdrew from the country. The seceded states tried to form a new country called the Confederate States of America. The two sides of the war, the Confederacy and the Union, fought for over four years. The Confederate states lost the war in 1865. During Reconstruction, Americans debated what to do with the former Confederate states.\n The answer is D.",
+    "9344": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is A.",
+    "9345": "Assistant: SOLUTION: This country is Dominica.\n The answer is D.",
+    "9352": "Assistant: LECTURE: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms.\nSOLUTION: You can tell whether cyclooctasulfur is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for cyclooctasulfur is S8. This formula contains one symbol: S. So, the formula tells you that cyclooctasulfur is made of one chemical element.\nSubstances made of only one chemical element are elementary substances. So, cyclooctasulfur is an elementary substance.\n The answer is B.",
+    "9356": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Maura doesn't have school spirit, because she doesn't go to football games. However, there may be a number of reasons why Maura doesn't go to football games. This illustrates a type of logical fallacy known as a false dichotomy.\n The answer is A.",
+    "9357": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nPotato chips have a salty taste. All four objects are salty.\nA fuzzy object is covered in soft hair. The cracker is not fuzzy.\nA smooth object is not scratchy or rough. The fries, the potato chips, and the cracker are not smooth.\nThe property that all four objects have in common is salty.\n The answer is A.",
+    "9361": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.\nSOLUTION: Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.\n The answer is C.",
+    "9367": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is C.",
+    "9370": "Assistant: LECTURE: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object.\nSOLUTION: To determine if there is a net force on Natalie, look at the forces:\nEarth's gravity is pulling Natalie down with a force of 600 N.\nThe seat of the cart is pushing Natalie up with a force of 1,200 N.\nThe forces are in opposite directions, and the forces have different magnitudes: 600 N and 1,200 N. This means that the forces are unbalanced, so there is a net force on Natalie.\n The answer is B.",
+    "9375": "Assistant: SOLUTION: Look at the table and images.\nDuncan wants broccoli. Sam wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is A.",
+    "9381": "Assistant: LECTURE: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.\nBelow are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.\nBooks:\nFormat | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.\nExample | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.\nEssays, short stories, or poems in an anthology or book:\nFormat | Author(s). \"Essay, Poem, or Short Story Title.\" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.\nExample | James, Henry. \"The Middle Years.\" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.\nMagazine and newspaper articles:\nFormat | Author(s). \"Article Title.\" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.\nExample | Hayes, David J., and James H. Stock. \"The Real Cost of Coal.\" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.\nJournal articles:\nFormat | Author(s). \"Article Title.\" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.\nExample | Gillette, Jane, et al. \"Human Simulations of Vocabulary Learning.\" Cognition 73.2 (1999): 135-176. Print.\nWeb pages:\nFormat | Author(s). \"Page Title.\" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.\nExample | Gunn, Janelle P., and Lauren E. Owens. \"How to Slash Sodium from Your Diet.\" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.\nAdditional guidelines:\nAuthor Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by \"et al.,\" which stands for and others (e.g., Smith, Jane, et al.).\nMedium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are \"Print\" and \"Web,\" but other possibilities include \"Film,\" \"E-mail,\" and \"Lecture.\" Whenever the Medium of Publication is \"Web,\" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.\nEditors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. \"Ed.\" stands for edited by. \"Trans.\" stands for translated by.\nMissing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation \"n. pag.\" is used instead. If a work has no available publication date, the abbreviation \"n.d.\" is used instead. If a work has no available publisher or no available city of publication, the abbreviation \"n.p.\" is used instead.\n\nSOLUTION: Look closely at the Works Cited entry:\nCamus, Albert. \"The Guest.\" Trans. Justin O'Brien. The Oxford Book of French Short Stories. Ed. Elizabeth Fallaize. Oxford: Oxford UP, 2002. Print.\nYou can tell that the cited work has been translated from another language because the entry contains the term \"trans.\" followed by the translator's name.\n The answer is A.",
+    "9382": "Assistant: LECTURE: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.\nSOLUTION: Floods destroyed the cough drop factories in Georgetown. The number of producers of cough drops went down. So, the supply of cough drops will probably go down.\n The answer is B.",
+    "9386": "Assistant: LECTURE: A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert.\nSOLUTION: There is not a sentence fragment. These are complete sentences because they express complete thoughts.\nIn 2004, a team of archaeologists discovered a three-foot-tall skeleton, dubbed the \"Hobbit,\" in Indonesia. Even after ten years, experts still debate whether the skeleton belonged to a modern human.\n The answer is B.",
+    "9387": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram.\nSOLUTION: The better estimate for the mass of an apple is 120 grams.\n120 kilograms is too heavy.\n The answer is B.",
+    "9388": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the fire salamander.\nThe fire salamander has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the fire salamander is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe opalescent nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators.\nThe lechwe has light-brown fur covering its skin. Its skin is not adapted to be a warning sign that wards off predators.\n The answer is A.",
+    "9389": "Assistant: LECTURE: All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.\nScientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element.\nSOLUTION: Count the number of chemical elements represented in the model. Then, decide if hydrogen fluoride is an elementary substance or a compound.\nIn this model, each ball is labeled with H for hydrogen or F for fluorine. So, the model shows you that hydrogen fluoride is made of two chemical elements bonded together.\nSubstances made of two or more chemical elements bonded together are compounds. So, hydrogen fluoride is a compound.\n The answer is B.",
+    "9394": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nA puddle freezing into ice on a cold night is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed.\nMixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nA puddle freezing is caused by cooling. But mixing sand and water is not.\n The answer is C.",
+    "9399": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram.\nSOLUTION: The better estimate for the mass of an eraser is 40 grams.\n40 kilograms is too heavy.\n The answer is B.",
+    "9403": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A common kestrel's scientific name is Falco tinnunculus. The first word of its scientific name is Falco.\nFalco sparverius is in the genus Falco. The first word of its scientific name is Falco. So, Falco sparverius and Falco tinnunculus are in the same genus.\nArdea herodias is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea herodias and Falco tinnunculus are not in the same genus.\nTigrisoma mexicanum is in the genus Tigrisoma. The first word of its scientific name is Tigrisoma. So, Tigrisoma mexicanum and Falco tinnunculus are not in the same genus.\n The answer is A.",
+    "9415": "Assistant: LECTURE: Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food.\nSOLUTION: A barn owl is an animal. It walks and flies.\nBarn owls live on every continent except Antarctica.\nA cedar tree is a plant. It has small leaves.\nCedar trees grow in many parts of the world. Many cedar trees grow on mountains.\n The answer is B.",
+    "9423": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "9436": "Assistant: LECTURE: Rocks are made of minerals. Here are some properties of rocks:\nThey are solid.\nThey are formed in nature.\nThey are not made by living things.\nThey are not pure substances.\nSOLUTION: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.\nStyrofoam is made by humans. But rocks are not made by living things.\nSo, styrofoam is not a rock.\nRhyolite is a rock.\nSlate is a rock.\n The answer is C.",
+    "9444": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in present tense. You can tell because it uses a present-tense verb, grabs. The verb ends in -s and tells you about something that is true or happening now.\n The answer is C.",
+    "9468": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The second answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the article.\nRobert was recently reading about remote mountain villages, and the article said that they often have no Internet access. He couldn't imagine life without email!\n The answer is A.",
+    "9475": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms.\nSOLUTION: You can tell whether potassium hydroxide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for potassium hydroxide, KOH, contains three atomic symbols: K for potassium, O for oxygen, and H for hydrogen. So, the formula tells you that potassium hydroxide is composed of three chemical elements bonded together.\nSince potassium hydroxide is composed of multiple chemical elements bonded together, potassium hydroxide is a compound.\n The answer is A.",
+    "9481": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nSOLUTION: The text uses an allusion, a brief reference to someone or something well known.\nThe allusion the Midas touch suggests that Bobby is successful at all that he does. In Greek mythology, King Midas has the power to turn anything he touches into gold, easily creating value from nothing.\n The answer is B.",
+    "9489": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.\nSOLUTION: Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.\n The answer is C.",
+    "9493": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the lichen.\nThe only arrow pointing to the snowy owl starts from the short-tailed weasel. The only arrow pointing to the short-tailed weasel starts from the brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the snowy owl.There is one path matter can take from the lichen to the parasitic jaeger: lichen->barren-ground caribou->parasitic jaeger. There are two paths matter can take from the lichen to the grizzly bear: lichen->grizzly bear. lichen->barren-ground caribou->grizzly bear. There are three paths matter can take from the lichen to the mushroom: lichen->barren-ground caribou->mushroom. lichen->grizzly bear->mushroom. lichen->barren-ground caribou->grizzly bear->mushroom.\n The answer is B.",
+    "9494": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that purchasing the computer's extended warranty is a wise choice because many people choose to buy it. However, even though many people choose to buy the extended warranty, that doesn't necessarily mean that it's a wise choice. This illustrates a type of logical fallacy known as the bandwagon fallacy.\n The answer is C.",
+    "9495": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA flexible object can be folded or bent without breaking easily. All three objects are flexible.\nA fragile object will break into pieces if you drop it. None of the objects are fragile.\nYou can see clearly through a transparent object. None of the objects are transparent.\nThe property that all three objects have in common is flexible.\n The answer is C.",
+    "9499": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "9503": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is South America.\n The answer is B.",
+    "9504": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of a cold glass of water is 4\u00b0C.\n4\u00b0F is too cold.\n The answer is A.",
+    "9505": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Kenny wants or needs:\nKenny will spend more money. Plane tickets for Kenny to get to Arkansas are more expensive than tickets to Delaware.\n The answer is A.",
+    "9508": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Tristan wants or needs:\nTristan will give up the chance to eat the raisins. The raisins would have been healthier than the oatmeal cookies.\n The answer is A.",
+    "9509": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nSOLUTION: The two bottles of water have the same mass but different temperatures. Since the 25\u00b0C bottle of water is hotter than the 10\u00b0C bottle of water, it has more thermal energy.\n The answer is A.",
+    "9513": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince shy is between the guide words save - softly, it would be found on that page.\n The answer is A.",
+    "9514": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of a vacuum cleaner is 19 pounds.\n19 ounces is too light and 19 tons is too heavy.\n The answer is A.",
+    "9525": "Assistant: LECTURE: Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.\nSOLUTION: The prime meridian is the line at 0\u00b0 longitude. It intersects Antarctica. It does not intersect South America or Australia.\n The answer is B.",
+    "9530": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of a raisin is 11 millimeters.\n11 centimeters, 11 meters, and 11 kilometers are all too long.\n The answer is B.",
+    "9535": "Assistant: LECTURE: A fact is something that can be proved by research or observation.\nNapoleon Bonaparte was shorter than King Louis XVI.\nThe statement above is a fact. The statement can be proved by researching the height of each man and comparing them.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.\nNapoleon Bonaparte was a better leader than King Louis XVI.\nThe statement above is an opinion. People can have different ideas about what makes someone a \"better\" leader, so the statement cannot be proved.\nSOLUTION: The second sentence states a fact.\nAlmost seventy percent of respondents to a 2011 Pew Research survey said that they value space exploration.\nIt can be proved by researching the Pew Research Center's survey on exploration.\nThe first sentence states an opinion.\nEven if most Americans say that they approve of NASA's missions, the organization receives too much public funding.\nToo much shows what a person believes, thinks, or feels. Another person might have a different opinion about how much is too much.\n The answer is B.",
+    "9538": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Moxie's genotype for the coat color gene is LL. Moxie's genotype of LL has only L allelles. The L allele is for a black coat. So, Moxie's phenotype for the coat color trait must be a black coat.\nTo check this answer, consider whether Moxie's alleles are dominant or recessive. The allele for a black coat (L) is dominant over the allele for a red coat (l). This means L is a dominant allele, and l is a recessive allele.\nMoxie's genotype of LL has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Moxie's phenotype for the coat color trait must be a black coat.\n The answer is B.",
+    "9540": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: Polly draws an arrow it points up is a sentence fragment. It is missing a subject.\n The answer is B.",
+    "9541": "Assistant: LECTURE: A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert.\nSOLUTION: There is a sentence fragment that does not express a complete thought.\nOne of the oldest harvest festivals in the world is the Chinese Mid-Autumn Festival. Which was first celebrated in the tenth century BCE.\nHere is one way to fix the sentence fragment:\nOne of the oldest harvest festivals in the world is the Chinese Mid-Autumn Festival, which was first celebrated in the tenth century BCE.\n The answer is B.",
+    "9544": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince chorus is between the guide words cedar - county, it would be found on that page.\n The answer is A.",
+    "9546": "Assistant: LECTURE: In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.\nSOLUTION: Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 3 solute particles on the left side of the membrane and 5 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.\n The answer is A.",
+    "9548": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nSOLUTION: The two baked potatoes have the same mass but different temperatures. Since the 40\u00b0C potato is colder than the 60\u00b0C potato, it has less thermal energy.\n The answer is B.",
+    "9552": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A red kangaroo's scientific name is Macropus rufus. The first word of its scientific name is Macropus.\nCervus canadensis is in the genus Cervus. The first word of its scientific name is Cervus. So, Cervus canadensis and Macropus rufus are not in the same genus.\nCamelus bactrianus is in the genus Camelus. The first word of its scientific name is Camelus. So, Camelus bactrianus and Macropus rufus are not in the same genus.\nMacropus giganteus is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus giganteus and Macropus rufus are in the same genus.\n The answer is C.",
+    "9560": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is A.",
+    "9561": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is C.",
+    "9592": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Antarctica.\n The answer is C.",
+    "9593": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in future tense. You can tell because it uses will before the main verb, pitch. The verb tells you about something that is going to happen.\n The answer is B.",
+    "9609": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the blue poison dart frog.\nThe blue poison dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the blue poison dart frog is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe sharpnose-puffer has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators.\nThe gray tree frog has gray-brown skin. Its skin is not adapted to be a warning sign that wards off predators.\n The answer is A.",
+    "9620": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nMixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before.\nCarving a piece of wood is a physical change. The wood changes shape, but it is still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is C.",
+    "9621": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in future tense. You can tell because it uses will before the main verb, make. The verb tells you about something that is going to happen.\n The answer is A.",
+    "9624": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed.\nSOLUTION: Look at the distance each goose moved and the time it took to move that distance.\nOne goose moved 190 miles in 5 hours.\nThe other goose moved 235 miles in 5 hours.\nNotice that each goose spent the same amount of time moving. The goose that moved 190 miles moved a shorter distance in that time. So, that goose must have moved at a lower speed.\n The answer is A.",
+    "9626": "Assistant: SOLUTION: The colony is New Jersey.\n The answer is D.",
+    "9628": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Atlantic Ocean.\n The answer is B.",
+    "9650": "Assistant: LECTURE: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms.\nSOLUTION: You can tell whether hydrogen is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for hydrogen is H2. This formula contains two symbols: H for hydrogen and 2 for the subscript. So, the formula tells you that hydrogen is made of two hydrogen atoms bonded together.\nSubstances made of two or more chemical elements bonded together are compounds. So, hydrogen is a compound.\n The answer is A.",
+    "9652": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the recipe.\nIf Peter doesn't know how to make homemade waffles, he can find the recipe in the cookbook.\n The answer is B.",
+    "9653": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.\nSOLUTION: The best estimate for the volume of a thermos is 7 cups.\n7 fluid ounces is too little and 7 gallons is too much.\n The answer is A.",
+    "9655": "Assistant: SOLUTION: This country is the Federated States of Micronesia.\n The answer is A.",
+    "9657": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.\nAn avid reader, Darnell attends weekly book club meetings, and he finishes several novels every month.\n The answer is B.",
+    "9668": "Assistant: LECTURE: Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?\nConifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones onto female cones. After pollination, sperm from the pollen can combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe seeds can fall out of the cones and land on the ground. When a seed lands on the ground, it can germinate, or start to grow into a new plant.\nSOLUTION: When pollen lands on a female cone, it is called pollination. This photograph shows wind blowing pollen from the male cones on a Japanese cedar tree.\nAfter a female cone is pollinated, its eggs can be fertilized. Fertilization is what happens when male cells from the pollen combine with eggs.\n The answer is A.",
+    "9670": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A European nightjar's scientific name is Caprimulgus europaeus. The first word of its scientific name is Caprimulgus.\nCaprimulgus macrurus is in the genus Caprimulgus. The first word of its scientific name is Caprimulgus. So, Caprimulgus macrurus and Caprimulgus europaeus are in the same genus.\nAcanthaster planci is in the genus Acanthaster. The first word of its scientific name is Acanthaster. So, Acanthaster planci and Caprimulgus europaeus are not in the same genus.\nUlex europaeus and Caprimulgus europaeus are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Ulex europaeus and Caprimulgus europaeus have the same species name within their genus, europaeus. But the first words of their scientific names are different. Ulex europaeus is in the genus Ulex, and Caprimulgus europaeus is in the genus Caprimulgus.\n The answer is A.",
+    "9676": "Assistant: SOLUTION: Sacramento is the capital of California.\n The answer is D.",
+    "9688": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nBetween jobs is an indirect way of saying unemployed.\n The answer is A.",
+    "9704": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "9710": "Assistant:\n The answer is A.",
+    "9712": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.\nSOLUTION: The two baked potatoes are made of the same material and have the same mass. So, the baked potato with less thermal energy has a lower temperature.\n The answer is B.",
+    "9713": "Assistant:\n The answer is B.",
+    "9719": "Assistant: LECTURE: Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?\nConifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones onto female cones. After pollination, sperm from the pollen can combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe seeds can fall out of the cones and land on the ground. When a seed lands on the ground, it can germinate, or start to grow into a new plant.\nSOLUTION: A conifer's needles are its leaves! The needles make most of the food for the conifer using photosynthesis. They do not make the seeds.\nA conifer's roots are the part of the plant that is in the ground. The roots do not make the seeds.\nA conifer's cones are the part of the plant that makes seeds. Conifer seeds grow inside the female cones.\nWhen the seeds are ready, they can fall out of the cones and land on the ground.\n The answer is B.",
+    "9720": "Assistant: LECTURE: Some words are alike. They go together in a group.\nRed, blue, and green go together. They are colors.\nMom, dad, grandma, and grandpa go together. They are people in a family.\nSOLUTION: Horse, goat, and squirrel go together. They are animals. Leg is not an animal, so it is not like the other words.\n The answer is D.",
+    "9724": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in present tense. You can tell because it uses a present-tense verb, tell. The verb tells you about something that is true or happening now.\n The answer is C.",
+    "9726": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. Precious has two alleles for straight fur (F). So, Precious's genotype for the fur type gene is FF.\n The answer is A.",
+    "9728": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is B.",
+    "9732": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: Over the summer, my cousin Brenna visited many times is a complete sentence. The subject is my cousin Brenna, and the verb is visited.\n The answer is A.",
+    "9738": "Assistant: LECTURE: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same\nSOLUTION: Think about how the distance between the motorcycle and the center of Earth changed.\nThe top of the hill is higher than the bottom of the hill. As Stefan rode toward the top of the hill, the distance between the motorcycle and the center of Earth increased. So, the gravitational potential energy stored between the motorcycle and Earth increased as Stefan rode up the hill.\n The answer is C.",
+    "9744": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.\nSOLUTION: A screwdriver is a solid. A solid has a size and shape of its own. This screwdriver has a metal blade and a plastic handle. Both metal and plastic are solids.\nThe air from a hair dryer is a gas. A gas expands to fill a space. A hair dryer uses a fan to blow warm air out. When the air leaves the hair dryer, the air expands to fill a much large space.\nThe water from a faucet is a liquid. A liquid takes the shape of any container it is in. If you put water from a faucet into a container, the water will take the shape of that container. But the water will still take up the same amount of space.\nGrape juice is a liquid. A liquid takes the shape of any container it is in. If you pour grape juice into a different container, the grape juice will take the shape of that container. But the grape juice will still take up the same amount of space.\n The answer is D.",
+    "9750": "Assistant: SOLUTION: The colony is Maryland.\n The answer is A.",
+    "9762": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.\nSOLUTION: The text uses antithesis, the contrasting of opposing ideas within a parallel grammatical structure.\nGoethe contrasts two parallel phrases, love is an ideal thing and marriage a real thing.\n The answer is B.",
+    "9765": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses onomatopoeia, a word that expresses a sound.\nBeep represents the sound that tells the caller to start recording a message.\n The answer is B.",
+    "9770": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nSOLUTION: The table tells you that there are two ice planets and four rocky planets. So, there are half as many ice planets as rocky planets.\n The answer is A.",
+    "9772": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed.\nSOLUTION: Look at the distance each bat moved and the time it took to move that distance.\nOne bat moved 30 miles in 5 hours.\nThe other bat moved 40 miles in 5 hours.\nNotice that each bat spent the same amount of time moving. The bat that moved 30 miles moved a shorter distance in that time. So, that bat must have moved at a lower speed.\n The answer is A.",
+    "9783": "Assistant: SOLUTION: The colony is Rhode Island.\n The answer is C.",
+    "9784": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude.\n The answer is A.",
+    "9796": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to ride a motorcycle. Instead, many people learn how to ride. So, riding a motorcycle is an acquired trait.\n The answer is B.",
+    "9799": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait.\n The answer is A.",
+    "9806": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the lionfish.\nThe lionfish has venomous spines and brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the lionfish is venomous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe flamboyant cuttlefish has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators.\nThe lichen katydid has green and white patches on its body. Its skin is not adapted to be a warning sign that wards off predators.\n The answer is B.",
+    "9809": "Assistant: LECTURE: Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy to turn water and carbon dioxide into sugars and oxygen.\nPhotosynthetic organisms also often have the following characteristics:\nThey are producers, which are organisms that make their own food inside their cells. Producers don't usually eat other organisms.\nTheir cells contain chloroplasts. Chloroplasts are cell parts where photosynthesis occurs.\nTheir chloroplasts often contain chlorophyll, which is green. Chlorophyll captures energy from sunlight to power photosynthesis.\nThey use the sugars they make during photosynthesis as food. This food provides the organisms with the energy they need to live.\nSOLUTION: This organism is photosynthetic:\nThe text tells you that common fig plants use carbon dioxide and water to make food. This is evidence that the common fig plant is a photosynthetic organism.\nThis organism is not photosynthetic:\nThe text does not provide evidence that the double-eyed fig parrot is photosynthetic.\n The answer is A.",
+    "9811": "Assistant: LECTURE: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there\nSOLUTION: A tropical coral reef is a type of ecosystem. Tropical coral reefs have the following features: shallow, salty water, bright sunlight, and many different types of organisms. So, Jardines de la Reina National Park has bright sunlight. It also has shallow water.\n The answer is A.",
+    "9814": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.\n The answer is C.",
+    "9823": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n\nSOLUTION: To determine how many boxes in the Punnett square represent offspring that do or do not have horns, consider whether each phenotype is the dominant or recessive allele's version of the horns trait. The question tells you that the h allele, which is for having horns, is recessive to the H allele, which is for not having horns.\nHaving horns is the recessive allele's version of the horns trait. A cow with the recessive version of the horns trait must have only recessive alleles for the horns gene. So, offspring that have horns must have the genotype hh.\nAll 4 boxes in the Punnett square have the genotype hh.\nNot having horns is the dominant allele's version of the horns trait. A cow with the dominant version of the horns trait must have at least one dominant allele for the horns gene. So, offspring that do not have horns must have the genotype HH or Hh.\nThere are 0 boxes in the Punnett square with the genotype HH or Hh.\nSo, the expected ratio of offspring that have horns to offspring that do not have horns is 4:0. This means that, based on the Punnett square, this cross will always produce offspring that have horns. This cross is expected to never produce offspring that do not have horns.\n The answer is D.",
+    "9834": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n\nSOLUTION: To determine if this statement is true, calculate the value of ten times the volume of Neptune.\nThen compare the result to the volume of Uranus. The volume of Uranus is 6.83 x 10^13 km^3, which is less than 6.25 x 10^14 km^3. So, the volume of Uranus is less than ten times the volume of Neptune.\n The answer is B.",
+    "9840": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, or article should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A play should be in italics.\nThe correct title is **Sale or Return**.\n The answer is A.",
+    "9846": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\nSOLUTION: Use the model to determine whether iodine is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the ball-and-stick model shown above, the balls are not all the same color. The legend shows that dark purple represents the chemical element with the atomic symbol I. So, the model shows you that a molecule of iodine is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that iodine is composed of only one chemical element. So, iodine is an elementary substance.\n The answer is A.",
+    "9855": "Assistant: SOLUTION: Pierre is the capital of South Dakota.\n The answer is A.",
+    "9866": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "9872": "Assistant: LECTURE: A food web is a model.\nModels can make things in nature easier to understand. Models can be simpler than the things they represent. A food web is a model that shows where living things in an ecosystem get their food. If a food web showed every living thing in an ecosystem, the food web would be hard to understand. So, each food web shows how some living things in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one living thing to another. Each arrow shows the direction that matter moves when one living thing eats another living thing. An arrow starts from the living thing that is eaten. The arrow points to the living thing that is doing the eating.\nA living thing in a food web can have more than one arrow pointing from it. This shows that the living thing is eaten by more than one other living thing in the food web.\nA living thing in a food web can also have more than one arrow pointing to it. This shows that the living thing eats more than one other living thing in the food web.\nSOLUTION: Omnivores are living things that eat both producers and other living things. So, an omnivore has arrows pointing to it from at least one producer and at least one other living thing.\nThe plainfin midshipman has an arrow pointing to it from the phytoplankton, which is a producer. The plainfin midshipman also has an arrow pointing to it from the zooplankton, which is another living thing. The plainfin midshipman eats a producer and another living thing, so it is an omnivore.\nThe phytoplankton does not have any arrows pointing to it. So, the phytoplankton is not an omnivore.\n The answer is B.",
+    "9874": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nSOLUTION: To determine if this statement is true, calculate the value of three times the volume of Mercury.\nThen compare the result to the volume of Mars. The volume of Mars is 160 billion km^3, which is less than 180 billion km^3. So, the volume of Mars is less than three times as large as Mercury's.\n The answer is A.",
+    "9883": "Assistant: LECTURE: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same\nSOLUTION: Think about how the distance between the whale and the center of Earth changed.\nThe surface of the water is higher than the deepest point in the ocean. As the whale swam toward the surface, the distance between the whale and the center of Earth increased. So, the gravitational potential energy stored between the whale and Earth increased as the whale swam toward the surface.\n The answer is A.",
+    "9884": "Assistant: LECTURE: Rocks are made of minerals. Here are some properties of rocks:\nThey are solid.\nThey are formed in nature.\nThey are not made by living things.\nThey are not pure substances.\nSOLUTION: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.\nAn eggshell is made by a living thing. But rocks are not made by living things.\nSo, an eggshell is not a rock.\nConglomerate is a rock.\nPumice is a rock.\n The answer is B.",
+    "9885": "Assistant: SOLUTION: Lincoln is the capital of Nebraska.\n The answer is A.",
+    "9888": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.\nSOLUTION: The better estimate for how long it takes to do ten jumping jacks is 26 seconds.\n26 minutes is too slow.\n The answer is A.",
+    "9891": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses ironic in its traditional sense: contrary to what was intended, often in an amusing way. It's ironic because Levi tried to get away from the snow but found himself in a snowstorm regardless.\nLast winter, Levi took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.\nThe second text uses ironic in its nontraditional sense: marked by coincidence. It was a coincidence that Levi's friends were in Florida the week before.\nLast winter, Levi took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.\nMost style guides recommend to avoid using the nontraditional sense of the word ironic because it is generally considered incorrect.\n The answer is B.",
+    "9898": "Assistant: SOLUTION: Harrisburg is the capital of Pennsylvania.\n The answer is D.",
+    "9902": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: Our car was stuck in traffic we were late is a sentence fragment. It is missing a subject.\n The answer is A.",
+    "9906": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nLee lives in a town with hot summers and freezing cold winters.\nThis passage tells you about the usual temperatures where Lee lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is A.",
+    "9913": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "9915": "Assistant: LECTURE: A pure substance is made of only one type of matter.\nA mixture is made of two or more types of matter mixed together.\n The answer is A.",
+    "9923": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.\n The answer is A.",
+    "9931": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in present tense. You can tell because it uses a present-tense verb, tell. The verb tells you about something that is true or happening now.\n The answer is B.",
+    "9942": "Assistant: SOLUTION: Juneau is the capital of Alaska.\n The answer is B.",
+    "9943": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince victory is between the guide words velvet - vote, it would be found on that page.\n The answer is A.",
+    "9946": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA soft object changes shape when pressed or squeezed. The butter and the wet paint are soft, but the sidewalk is not.\nA flexible object can be folded or bent without breaking easily. All three objects are flexible.\nA slippery object is hard to hold onto or stand on. The wet paint and the butter are slippery, but the sidewalk is not.\nThe property that all three objects have in common is flexible.\n The answer is B.",
+    "9948": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.\n The answer is A.",
+    "9953": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Jekyll and Hyde is literature.\nRobert Louis Stevenson's popular Victorian novella Dr. Jekyll and Mr. Hyde tells the story of a man with two distinct personalities. Known to the world as a kind and highly respected doctor, at night he transforms into a monstrous person.\nThe allusion Jekyll and Hyde means kind then cruel.\n The answer is A.",
+    "9960": "Assistant: LECTURE: In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or\nSOLUTION: Capitalize the first word, the last word, and every important word in between. The word in is not important, so it should not be capitalized.\nThe correct title is Alice in Space.\n The answer is A.",
+    "9974": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.\nSOLUTION: The text uses antithesis, the contrasting of opposing ideas within a parallel grammatical structure.\nPope contrasts two parallel phrases, to err is human and to forgive, divine.\n The answer is B.",
+    "9977": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nSOLUTION: Look at the object.\nThink about each property.\nA bendable object can be bent without breaking. The tin foil is bendable.\nA bouncy object will bounce back from the floor if you drop it. The tin foil is not bouncy.\n The answer is A.",
+    "9984": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nSOLUTION: The table tells you that of the eight planets, two are made mainly of gas and two are made mainly of ice. So, four of the eight, or half, of the planets are made mainly of gas or ice.\n The answer is A.",
+    "9993": "Assistant: LECTURE: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it.\nSOLUTION: Flexible is a property. A flexible material can be bent without breaking easily.\nLook at each picture, one at a time. Imagine bending the material shown in each picture.\nOf the choices, the clay ball is more flexible. If you bend a clay ball, it will not break.\n The answer is B.",
+    "10001": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.\nSOLUTION: Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.\n The answer is C.",
+    "10015": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.\nSOLUTION: Look at the picture of the jeans.\nThe jeans are made of two different materials. The buttons and zipper of the jeans are made of metal. The rest of the jeans are made of rock.\nJeans are made of a type of rock called schist. Schist is a strong rock that can be worn in many different ways.\n The answer is B.",
+    "10017": "Assistant: SOLUTION: To describe the average temperature trends in Adelaide, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Mar\" is incorrect.\nChoice \"Apr\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Jan\" is incorrect.\nThe average temperatures in January and February are just above 20\u00b0C. These months have the highest average temperatures of all of the months. So, they are hotter than the other months.\n The answer is C.",
+    "10020": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A song should be in quotation marks.\nThe correct title is \"Do Your Ears Hang Low?\"\n The answer is A.",
+    "10028": "Assistant: SOLUTION: According to the Tenth Amendment, the Constitution lists all of the powers given to the United States government. Any power not listed in the Constitution belongs to either the state governments or the American people. The full text of the Tenth Amendment is below. The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people.\n The answer is A.",
+    "10037": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of a sunflower seed is 12 millimeters.\n12 centimeters, 12 meters, and 12 kilometers are all too long.\n The answer is A.",
+    "10046": "Assistant: SOLUTION: Kevin wanted broccoli in his lunch and Lily was hoping for tomatoes. Look at the labeled part of the images.\nKevin has tomatoes. Lily has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is C.",
+    "10053": "Assistant: LECTURE: A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nSOLUTION: The temperature of each battery decreased, which means that the thermal energy of each battery decreased. So, thermal energy was transferred from each battery to the surroundings.\n The answer is A.",
+    "10056": "Assistant: LECTURE: Many maps of Earth use color to show different areas.\nGreen and blue show land that is not covered by water.\nBrown shows land that is covered by water.\nYellow shows large sheets of ice and snow called glaciers.\nThe map's legend, or information box, shows the feature that each color represents.\nSOLUTION: Look at the legend.\nWater in rivers and lakes is shown in blue. Water in clouds is shown in white. So, water in rivers and lakes is on the map.\n The answer is B.",
+    "10058": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion spidey sense is a comic book.\nThe comic book superhero Spider-Man possesses a spidey sense that warns him of impending trouble.\nThe allusion spidey sense means a sense of danger coming.\n The answer is A.",
+    "10065": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Bernard developed a migraine because he left his window open. However, that's not necessarily true. For instance, Bernard might have gotten a migraine because of the noise outside his window. This illustrates a type of logical fallacy known as false causation.\n The answer is B.",
+    "10068": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince shallow is between the guide words scream - slide, it would be found on that page.\n The answer is B.",
+    "10071": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nSOLUTION: The table tells you that the four largest planets are Jupiter, Saturn, Uranus, and Neptune. Jupiter and Saturn are made mainly of gas. Uranus and Neptune are made mainly of ice. So, of the four largest planets, two are made mainly of gas.\n The answer is A.",
+    "10074": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to type. Instead, many people learn how to type. So, typing is an acquired trait.\n The answer is A.",
+    "10090": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n\nSOLUTION: To determine how many boxes in the Punnett square represent offspring with a reddish-brown coat or a black coat, consider whether each phenotype is the dominant or recessive allele's version of the coat color trait. The question tells you that the L allele, which is for a black coat, is dominant over the l allele, which is for a reddish-brown coat.\nA reddish-brown coat is the l allele's version of the coat color trait. A horse with the l allele would never have a black coat. So, offspring with a reddish-brown coat must be the recessive allele's version of the coat color trait.\nThere are 0 boxes in the Punnett square with the genotype ll. So, the expected ratio of offspring with a reddish-brown coat to offspring with a black coat is 0:4.\n The answer is D.",
+    "10091": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence asks something, and it ends with a question mark. It is an interrogative sentence.\n The answer is A.",
+    "10094": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.\nSOLUTION: Look at the picture of the Cape vulture.\nThe Cape vulture has large, powerful wings. It is adapted for flight. Long, powerful wings help the Cape vulture travel long distances by air.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe flying fox has large, powerful wings. It is adapted for flight.\nThe European mole has short legs. It is not adapted for flight. The European mole uses its legs for crawling.\n The answer is A.",
+    "10097": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of a caterpillar is 21 millimeters.\n21 centimeters, 21 meters, and 21 kilometers are all too long.\n The answer is C.",
+    "10099": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Arctic Ocean.\n The answer is D.",
+    "10101": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: Zoe rode downhill on her bicycle she held onto the handles is a run-on sentence. It has two sentences that are joined without end punctuation: Zoe rode downhill on her bicycle and She held onto the handles.\n The answer is B.",
+    "10103": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nBaking a loaf of bread is a chemical change. The type of matter in the dough changes when it is baked. The dough turns into bread!\nMelting glass is a change of state. So, it is a physical change. The glass changes from solid to liquid. But a different type of matter is not formed.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nMelting glass is a physical change. But baking a loaf of bread is not.\nBoth are chemical changes.\nBaking a loaf of bread is a chemical change. But melting glass is not.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is C.",
+    "10114": "Assistant: LECTURE: A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is \u00b0.\nSome thermometers measure temperature in degrees Celsius (\u00b0C). Celsius is one scale used to measure temperature.\nThis is a tube thermometer. It has a tube filled with a red liquid.\nThere is a Celsius scale along the right side of the tube. The top of the red liquid lines up with the number 30 on the scale. So, the temperature shown by this thermometer is 30\u00b0C.\nSOLUTION: Find the top of the red liquid.\nNow look at the scale to the right. The top of the red liquid lines up with 25. So, the temperature is 25\u00b0C.\n The answer is A.",
+    "10115": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun her could refer to Molly's or her sister's.\nThe airline lost Molly's baggage when she flew to Hawaii with her sister last month.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nWhen Molly and her sister flew to Hawaii last month, the airline lost her baggage.\n The answer is B.",
+    "10124": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The second answer choice contains a vague pronoun reference. The pronoun her could refer to Eva or Amy.\nEva and her husband met Amy for lunch at a small caf\u00e9 around the block from her office.\nThe first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nEva and her husband met Amy for lunch at a small caf\u00e9 around the block from Amy's office.\n The answer is A.",
+    "10128": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is B.",
+    "10130": "Assistant: LECTURE: In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes\nSOLUTION: Leopardus wiedii is an animal. Animal cells cannot make their own food. Animals get their food by digesting other organisms.\n The answer is A.",
+    "10132": "Assistant: LECTURE: A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nSOLUTION: The temperature of each salmon increased, which means that the thermal energy of each salmon increased. So, thermal energy was transferred from the surroundings to each salmon.\n The answer is A.",
+    "10140": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of an eyelash is 8 millimeters.\n8 centimeters, 8 meters, and 8 kilometers are all too long.\n The answer is D.",
+    "10141": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n\nSOLUTION: To determine how many boxes in the Punnett square represent offspring with sweet fruit or sour fruit, consider whether each phenotype is the dominant or recessive allele's version of the fruit taste trait. The question tells you that the F allele, which is for sour fruit, is dominant over the f allele, which is for sweet fruit.\nSweet fruit is the recessive allele's version of the fruit taste trait. A muskmelon plant with the recessive version of the fruit taste trait must have only recessive alleles for the fruit taste gene. So, offspring with sweet fruit must have the genotype ff.\nThere is 1 box in the Punnett square with the genotype ff. This box is highlighted below.\nSour fruit is the dominant allele's version of the fruit taste trait. A muskmelon plant with the dominant version of the fruit taste trait must have at least one dominant allele for the fruit taste gene. So, offspring with sour fruit must have the genotype FF or Ff.\nThere are 3 boxes in the Punnett square with the genotype FF or Ff. These boxes are highlighted below.\nSo, the expected ratio of offspring with sweet fruit to offspring with sour fruit is 1:3. This means that, on average, this cross will produce 1 offspring with sweet fruit for every 3 offspring with sour fruit.\n The answer is C.",
+    "10149": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion sour grapes is a fable.\nIn the fable \"The Fox and the Grapes,\" a fox tries unsuccessfully to reach a bunch of grapes. Because he cannot reach them and therefore cannot eat them, he tells himself that they must be sour.\nThe allusion sour grapes means criticizing something because you can't have it.\n The answer is B.",
+    "10155": "Assistant: LECTURE: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms.\nSOLUTION: Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for methane contains four symbols: C for carbon, H for hydrogen, and two subscripts of 1. So, methane is made of four chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, methane is a compound, not an elementary substance. The chemical formula for water contains two symbols: H for hydrogen and O for oxygen. So, water is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, water is a compound, not an elementary substance. The chemical formula for zinc contains one symbol: Zn. So, zinc is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, zinc is an elementary substance.\n The answer is C.",
+    "10159": "Assistant: SOLUTION: Helena is the capital of Montana.\n The answer is B.",
+    "10164": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion a rose by any other name is Shakespeare.\nIn Shakespeare's Romeo and Juliet, the two central characters are denied their love because they belong to warring families, the Montagues and Capulets. Juliet wonders how a mere family name can make someone an enemy, observing that a rose would smell sweet no matter what its name.\nThe allusion a rose by any other name means something so special that what it's called seems unimportant.\n The answer is B.",
+    "10185": "Assistant: SOLUTION: Topeka is the capital of Kansas.\n The answer is B.",
+    "10188": "Assistant: SOLUTION: This country is New Zealand.\n The answer is B.",
+    "10210": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.\nSOLUTION: The better estimate for how long it takes to drink a small glass of water is 40 seconds.\n40 hours is too slow.\n The answer is A.",
+    "10220": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Marvin is responsible for the broken washing machine. However, the fact that the machine stopped working soon after Marvin moved in doesn't necessarily mean that he caused the machine to break. This illustrates a type of logical fallacy known as false causation.\n The answer is A.",
+    "10225": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nKevin lives in a city that is often covered by thick stratus clouds.\nThis passage tells you about the usual clouds where Kevin lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is A.",
+    "10238": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "10240": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Arctic Ocean.\n The answer is A.",
+    "10244": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is A.",
+    "10245": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince pour is not between the guide words patience - pulley, it would not be found on that page.\n The answer is A.",
+    "10246": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.\nSOLUTION: The air inside a basketball is a gas. A gas expands to fill a space. The air fills all the space inside the basketball.\nIf air leaks out, it will expand into the space around the ball.\n The answer is C.",
+    "10247": "Assistant: SOLUTION: Jackson is the capital of Mississippi.\n The answer is D.",
+    "10248": "Assistant: LECTURE: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense.\nSOLUTION: A computer is not a living thing.\nA computer does not have all the traits of a living thing. It does many useful things, and even responds to the world around it. But it does not grow. It does not need food or water.\nA raspberry bush is a living thing.\nRaspberries grow and respond to their environment. They need food and water. Raspberries are made up of many cells.\nRaspberries are plants. They make their own food using water, carbon dioxide, and energy from sunlight.\nAn airplane is not a living thing.\nAn airplane does not have all the traits of a living thing. It needs energy to fly, but it does not eat food. Airplanes get energy from gasoline or other fuel. They do not grow.\nA flower pot is not a living thing.\nFlower pots do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\n The answer is C.",
+    "10250": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "10254": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nSOLUTION: Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.\n The answer is C.",
+    "10256": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.\n The answer is B.",
+    "10257": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of a test tube is 11 milliliters.\n11 liters is too much.\n The answer is A.",
+    "10264": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The first sentence is less formal. You can tell because it uses overly simple or imprecise language (have difficulty, stay asleep).\nThe second sentence uses more precise language, so it is more formal overall.\n The answer is B.",
+    "10266": "Assistant: SOLUTION: The colony is New Hampshire.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.\n The answer is D.",
+    "10268": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is C.",
+    "10271": "Assistant: LECTURE: Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.\nSOLUTION: The prime meridian is the line at 0\u00b0 longitude. It intersects Europe. It does not intersect Australia or North America.\n The answer is A.",
+    "10279": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, Mount Rainier National Park has long, cold winters. It also has many evergreen trees.\n The answer is A.",
+    "10280": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The first greeting is correct:\nIts first word is capitalized, and it ends with a comma. Mr. Carter is capitalized because it is a proper noun.\n The answer is A.",
+    "10283": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nSOLUTION: Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.\n The answer is C.",
+    "10286": "Assistant: LECTURE: An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.\nSOLUTION: Buteo jamaicensis is written in italics. The first word is capitalized, and the second word is not.\nSo, Buteo jamaicensis is the scientific name.\n The answer is B.",
+    "10292": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of a human front tooth is 11 millimeters.\n11 centimeters, 11 meters, and 11 kilometers are all too long.\n The answer is C.",
+    "10294": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nSOLUTION: The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction after.\nAfter Shelby returned from the Gal\u00e1pagos Islands, she showed Emmett and Justine pictures of all the exotic animals.\n The answer is B.",
+    "10300": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince reform is between the guide words ravenous - rise, it would be found on that page.\n The answer is A.",
+    "10306": "Assistant: LECTURE: Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service.\nSOLUTION: To decide whether carrying groceries is a good or a service, ask these questions:\nIs carrying groceries something you can touch? No.\nIs carrying groceries a job you might pay someone else to do? Yes.\nSo, carrying groceries is a service.\n The answer is B.",
+    "10307": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Asia.\n The answer is C.",
+    "10314": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The second text uses factoid in its traditional sense: something made up presented as a true fact.\nHerman seemed to know a lot about African wildlife, but it turned out that his knowledge was mostly based on factoids gleaned from unreliable websites.\nThe first text uses factoid in its nontraditional sense: a trivial but true fact.\nHerman subscribed to an online newsletter about African wildlife; he enjoyed receiving daily factoids about the wild animals' natural habitats and behavior.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard.\n The answer is A.",
+    "10318": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Humans do not choose their natural hair color. Instead, children get their natural hair color from their parents. So, Darnel's hair color is an inherited trait.\n The answer is A.",
+    "10319": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nA group of climbers were happy about the warm temperatures during their hike last Thursday. They were hiking in Nepal, which is home to Mount Everest.\nThe underlined part of the passage tells you about the warm temperatures on the day of the climb. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is A.",
+    "10322": "Assistant: LECTURE: Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service.\nSOLUTION: To decide whether a clock is a good or a service, ask these questions:\nIs a clock something you can touch? Yes.\nIs a clock a job you might pay someone else to do? No.\nSo, a clock is a good.\n The answer is A.",
+    "10324": "Assistant: LECTURE: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!\nSOLUTION: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nAquamarine is a mineral.\nBiotite is a mineral.\nCotton is made by living things. But minerals are not made by living things.\nSo, cotton is not a mineral.\n The answer is B.",
+    "10330": "Assistant: SOLUTION: Austin is the capital of Texas.\n The answer is C.",
+    "10334": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Jayce can't be trusted with money, because his uncle embezzled money. However, even though his uncle couldn't be trusted with money, that doesn't necessarily mean that Jayce can't be trusted with it. This illustrates a type of logical fallacy known as guilt by association.\n The answer is B.",
+    "10335": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.\n The answer is B.",
+    "10337": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.\nSOLUTION: The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.\n The answer is B.",
+    "10338": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nSOLUTION: Look at the object.\nThink about each property.\nYellow is a color.\nThis color is yellow. The helium balloons are not yellow.\nA stretchy object gets longer when you pull on it. The helium balloons are stretchy.\n The answer is A.",
+    "10344": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n\nSOLUTION: To determine if this statement is true, calculate the value of 100 times the volume of Earth.\nThen compare the result to the volume of Neptune. The volume of Neptune is 6.25 x 10^13 km^3, which is less than 1.08 x 10^14 km^3. So, Neptune's volume is less than 100 times as large as Earth's.\n The answer is A.",
+    "10345": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that creating more bike lanes means that Mayor Hoffman thinks that everyone should ride bicycles instead of cars. However, the fact that Mayor Hoffman wants more bike lanes doesn't necessarily suggest that the mayor is opposed to other forms of transportation. This illustrates a type of logical fallacy known as a straw man.\n The answer is A.",
+    "10352": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nSnails growing shells is a chemical change. A snail's body uses calcium from its food to make a new molecule called calcium carbonate. This calcium carbonate is used to grow the shell.\nPhotosynthesis is a chemical change. Plants make sugar using carbon dioxide, water, and energy from sunlight.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is B.",
+    "10356": "Assistant: SOLUTION: Look at the passage. It tells you why deserts are so dry.\nDeserts are places that get very little rain. In fact, deserts are the driest places on the planet. In some deserts, it doesn't rain a drop for months or even years. One desert in the country of Chile didn't get any rain for fourteen years!\n The answer is B.",
+    "10365": "Assistant: LECTURE: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners.\nSOLUTION: The second press release is more formal. It uses more elevated language (area musicians, top honors). The other press release uses idioms (battle it out) and abbreviations (Nov.).\n The answer is A.",
+    "10374": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is North America.\n The answer is C.",
+    "10380": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.\nSOLUTION: The text uses chiasmus, an expression in which the second half parallels the first but reverses the order of words.\nThe second half of the sentence reverses the order of the words soul and body relative to the first half.\n The answer is A.",
+    "10385": "Assistant: LECTURE: A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object.\nSOLUTION: Look for the friend who is heavier.\nA friend who weighs 28 pounds is heavier than a friend who weighs 21 pounds. So, to move the wagon at the same speed each time, Vijay needs to use a larger force to start moving the wagon with a friend who weighs 28 pounds.\n The answer is B.",
+    "10391": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSOLUTION: Look at the picture of the pool toy.\nThe pool toy is made of plastic.\nPlastic is a strong, light material that can be molded into many shapes. Plastic can be made in almost any color.\n The answer is A.",
+    "10399": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A red-billed gull's scientific name is Chroicocephalus scopulinus.\nChroicocephalus scopulinus is in the same genus as Chroicocephalus ridibundus, but they are not in the same species.\nOrganisms in the same species have the same scientific names. Chroicocephalus scopulinus and Chroicocephalus ridibundus are different species within the same genus.\nChroicocephalus scopulinus has the same scientific name as a red-billed gull. So, these organisms are in the same species.\nHaliaeetus leucocephalus does not have the same scientific name as a red-billed gull. So, Chroicocephalus scopulinus and Haliaeetus leucocephalus are not in the same species.\n The answer is C.",
+    "10406": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion catch-22 is literature.\nJoseph Heller coined the term \"catch-22\" in his 1961 novel of the same name. In the novel, if an army pilot wants to avoid dangerous missions, he must be deemed mentally unfit; however, his desire to stay safe proves his sanity, so he can never be excused from a mission. Heller called this sort of predicament or dilemma a catch-22.\nThe allusion catch-22 means a no-win situation.\n The answer is A.",
+    "10407": "Assistant: SOLUTION: Providence is the capital of Rhode Island.\n The answer is C.",
+    "10408": "Assistant: SOLUTION: Trenton is the capital of New Jersey.\n The answer is C.",
+    "10411": "Assistant: LECTURE: In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes\nSOLUTION: Danio rerio is an animal. Animal cells cannot make their own food. Animals get their food by digesting other organisms.\n The answer is B.",
+    "10412": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A book should be in italics.\nThe correct title is **Strong to the Hoop**.\n The answer is B.",
+    "10419": "Assistant: LECTURE: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving.\nSOLUTION: Complete the sentence with the word wheezing. It describes the train as if it were a person who is sick.\n The answer is B.",
+    "10420": "Assistant: LECTURE: Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader.\nSOLUTION: This sentence uses a metaphor:\nMr. Holland's long legs were sunflower stalks.\nThe words legs and sunflower stalks are compared without the word like or as.\nThis sentence uses a simile:\nMr. Holland's legs were as long as sunflower stalks.\nThe words legs and sunflower stalks are compared using the word as.\n The answer is A.",
+    "10423": "Assistant: LECTURE: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.\nSOLUTION: Apple juice is a liquid. A liquid takes the shape of any container it is in.\nIf you pour apple juice into a different container, the apple juice will take the shape of that container. But the apple juice will still take up the same amount of space.\n The answer is B.",
+    "10428": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in present tense. You can tell because it uses a present-tense verb, creeps. The verb ends in -s and tells you about something that is true or happening now.\n The answer is C.",
+    "10434": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is A.",
+    "10452": "Assistant: SOLUTION: Tallahassee is the capital of Florida.\n The answer is C.",
+    "10454": "Assistant: SOLUTION: Springfield is the capital of Illinois.\n The answer is B.",
+    "10456": "Assistant: LECTURE: Reptiles have scaly, waterproof skin. Most reptiles live on land.\nSOLUTION: A Nile crocodile is a reptile. It has scaly, waterproof skin.\nCrocodiles hunt their prey in or near water.\nA green frog is an amphibian. It has moist skin and begins its life in water.\nFrogs live near water or in damp places. Most frogs lay their eggs in water.\nAn olive toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA salmon is a fish. It lives underwater. It has fins, not limbs.\nUnlike most other fish, salmon can live in both fresh water and salt water.\n The answer is C.",
+    "10457": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The second text uses nauseous in its traditional sense: causing disgust or nausea.\nWendy couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past.\nThe first text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nThe odor emanating from the landfill made Wendy so nauseous that she had to roll up the car windows as she drove past.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard.\n The answer is B.",
+    "10463": "Assistant: SOLUTION: The colony is Delaware.\n The answer is A.",
+    "10465": "Assistant: SOLUTION: The colony is New Hampshire.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.\n The answer is A.",
+    "10476": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nMixing sand and gravel is a physical change. Together, the sand and gravel make a mixture. But making this mixture does not form a different type of matter.\nCrushing a mineral into powder is a physical change. The mineral breaks into tiny pieces. But it is still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is B.",
+    "10478": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses an oxymoron, a joining of two seemingly contradictory terms.\nWorking vacation is a contradiction, because going on a vacation implies that you are taking a break from work.\n The answer is A.",
+    "10493": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram.\nSOLUTION: The better estimate for the mass of a small candy bar is 50 grams.\n50 kilograms is too heavy.\n The answer is B.",
+    "10496": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nBlue is a color.\nThis color is blue. Neither of the objects are blue.\nA smooth object is not scratchy or rough. Both objects are smooth.\nThe property that both objects have in common is smooth.\n The answer is A.",
+    "10500": "Assistant: SOLUTION: The colony is Pennsylvania.\n The answer is D.",
+    "10512": "Assistant: SOLUTION: Look at the table and images.\nRosa wants broccoli. Alexandra wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is A.",
+    "10513": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n\nSOLUTION: To determine how many boxes in the Punnett square represent offspring with yellow fruit or red fruit, consider whether each phenotype is the dominant or recessive allele's version of the fruit color trait. The question tells you that the F allele, which is for red fruit, is dominant over the f allele, which is for yellow fruit.\nYellow fruit is the recessive allele's version of the fruit color trait. A tomato plant with the recessive version of the fruit color trait must have only recessive alleles for the fruit color gene. So, offspring with yellow fruit must have the genotype ff.\nThere are 2 boxes in the Punnett square with the genotype ff. These boxes are highlighted below.\nRed fruit is the dominant allele's version of the fruit color trait. A tomato plant with the dominant version of the fruit color trait must have at least one dominant allele for the fruit color gene. So, offspring with red fruit must have the genotype FF or Ff.\nThere are 2 boxes in the Punnett square with the genotype FF or Ff. These boxes are highlighted below.\nSo, the expected ratio of offspring with yellow fruit to offspring with red fruit is 2:2. This means that, on average, this cross will produce 2 offspring with yellow fruit for every 2 offspring with red fruit.\n The answer is B.",
+    "10519": "Assistant: LECTURE: A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nSOLUTION: The temperature of each refrigerator increased, which means that the thermal energy of each refrigerator increased. So, thermal energy was transferred from the surroundings to each refrigerator.\n The answer is B.",
+    "10521": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n\nSOLUTION: To determine if this statement is true, calculate the value of ten times the volume of Uranus.\nThen compare the result to the volume of Saturn. The volume of Saturn is 8.27 x 10^14 km^3, which is greater than 6.83 x 10^14 km^3. So, the volume of Saturn is more than ten times the volume of Uranus.\n The answer is B.",
+    "10522": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.\n The answer is A.",
+    "10523": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.\nSOLUTION: The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.\n The answer is A.",
+    "10528": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in future tense. You can tell because it uses will before the main verb, plant. The verb tells you about something that is going to happen.\n The answer is B.",
+    "10536": "Assistant: SOLUTION: The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.\n The answer is A.",
+    "10537": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince narrow is between the guide words nibble - nugget, it would be found on that page.\n The answer is A.",
+    "10540": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that banning websites will lead to the banning of books. However, this argument offers only an extreme outcome and ignores other possible outcomes. For instance, the government may have different reasons for banning websites than for banning books. This illustrates a type of logical fallacy known as the slippery slope fallacy.\n The answer is A.",
+    "10545": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.\n The answer is A.",
+    "10549": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: The eardrum is a part of the ear is a complete sentence. The subject is the eardrum, and the verb is is.\n The answer is A.",
+    "10550": "Assistant: LECTURE: Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.\nSOLUTION: To describe the average precipitation trends in Christchurch, look at the graph.\nChoice \"Apr\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Dec\" is incorrect.\nMay has an average monthly precipitation of about 70 millimeters. This is higher than in any other month. So, May is the wettest month on average.\n The answer is C.",
+    "10554": "Assistant: SOLUTION: Frankfort is the capital of Kentucky.\n The answer is C.",
+    "10555": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.\nSOLUTION: Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.\n The answer is C.",
+    "10556": "Assistant: SOLUTION: This country is Trinidad and Tobago.\n The answer is C.",
+    "10560": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is B.",
+    "10562": "Assistant: SOLUTION: Lincoln is the capital of Nebraska.\n The answer is C.",
+    "10563": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the following statement describes the Sonoran Desert ecosystem: a small amount of rain, dry, thin soil, and many different types of organisms. It has many different types of organisms. The following statements do not describe the Sonoran Desert: a small amount of rain, dry, thin soil, and many different types of organisms. It has thick, moist soil. It has only a few types of organisms.\n The answer is A.",
+    "10565": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nSOLUTION: The two glasses of grape juice have the same mass but different temperatures. Since the 5\u00b0C glass of grape juice is colder than the 15\u00b0C glass of grape juice, it has less thermal energy.\n The answer is B.",
+    "10568": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion a rose by any other name is Shakespeare.\nIn Shakespeare's Romeo and Juliet, the two central characters are denied their love because they belong to warring families, the Montagues and Capulets. Juliet wonders how a mere family name can make someone an enemy, observing that a rose would smell sweet no matter what its name.\nThe allusion a rose by any other name means something so special that what it's called seems unimportant.\n The answer is B.",
+    "10569": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Asia.\n The answer is D.",
+    "10576": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Rhode Island is farthest north.\n The answer is C.",
+    "10577": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of the water in a hot bath is 40\u00b0C.\n40\u00b0F is too cold.\n The answer is B.",
+    "10578": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nSOLUTION: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nThe hyperbole could no longer move a single muscle suggests that Dean was very tired and sore. His muscles were not literally incapable of moving.\n The answer is A.",
+    "10579": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Precious's genotype for the fur type gene is FF. Precious's genotype of FF has only F allelles. The F allele is for straight fur. So, Precious's phenotype for the fur type trait must be straight fur.\nTo check this answer, consider whether Precious's alleles are dominant or recessive. The allele for curly fur (f) is recessive to the allele for straight fur (F). This means F is a dominant allele, and f is a recessive allele.\nPrecious's genotype of FF has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Precious's phenotype for the fur type trait must be straight fur.\n The answer is A.",
+    "10580": "Assistant: SOLUTION: Today, the United States often uses punishments, taxes, and technologies. However, the Eighth Amendment says that the government cannot use any \"cruel and unusual punishments.\" What makes a punishment \"cruel or unusual\"? The answer is not clear. The Eighth Amendment doesn't talk about specific punishments. Over time, Americans have changed their views on what is cruel and unusual. For example, the government decided in 2005 that it was cruel to put someone to death for a crime he or she committed before the age of 18. Today, Americans continue to question what is cruel and unusual. In the future, some punishments used today may be outlawed. The text of the Eighth Amendment is below. Does it have rules against anything else? Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.\n The answer is A.",
+    "10595": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nSOLUTION: Look at the object.\nThink about each property.\nA rough object feels scratchy when you touch it. The rock is rough.\nA stretchy object gets longer when you pull on it. The rock is not stretchy.\n The answer is A.",
+    "10600": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the relative pronoun which.\nThe maple leaf, which i Canada's national emblem, has been associated with the country since the 1700 s.\n The answer is C.",
+    "10601": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion a rose by any other name is Shakespeare.\nIn Shakespeare's Romeo and Juliet, the two central characters are denied their love because they belong to warring families, the Montagues and Capulets. Juliet wonders how a mere family name can make someone an enemy, observing that a rose would smell sweet no matter what its name.\nThe allusion a rose by any other name means something so special that what it's called seems unimportant.\n The answer is A.",
+    "10602": "Assistant: LECTURE: A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks.\nSOLUTION: This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.\nBecause penguins are frightened by humans and difficult to approach, researchers from the University of Strasbourg used remote-controlled rovers outfitted as baby penguins to study their subjects.\n The answer is A.",
+    "10604": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A magazine should be in italics.\nThe correct title is **Horse and Rider**.\n The answer is B.",
+    "10614": "Assistant: LECTURE: When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.\nThis table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.\nType of symbiotic relationship | Organism of one species... | Organism of the other species...\nCommensal | benefits | is not significantly affected\nMutualistic | benefits | benefits\nParasitic | benefits | is harmed (but not usually killed)\nSOLUTION: When an alpheid shrimp shares its burrow with a goby, the shrimp gets a safe place to live and grow. So, the shrimp benefits from its relationship with the goby.\nThe goby also benefits from its relationship with the shrimp. The goby gets to live in a safe place, and it can help protect the shrimp from predators.\nSince both the shrimp and the goby benefit, a mutualistic relationship is formed when an alpheid shrimp shares its burrow with a goby.\n The answer is C.",
+    "10616": "Assistant: SOLUTION: The colony is Georgia.\n The answer is B.",
+    "10623": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nA puddle freezing into ice on a cold night is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed.\nBeating an egg is a physical change. Beating an egg mixes together the egg white, egg yolk, and some air. But mixing them together does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nA puddle freezing is caused by cooling. But beating an egg is not.\n The answer is C.",
+    "10630": "Assistant: LECTURE: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.\nBelow are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.\nBooks:\nFormat | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.\nExample | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.\nEssays, short stories, or poems in an anthology or book:\nFormat | Author(s). \"Essay, Poem, or Short Story Title.\" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.\nExample | James, Henry. \"The Middle Years.\" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.\nMagazine and newspaper articles:\nFormat | Author(s). \"Article Title.\" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.\nExample | Hayes, David J., and James H. Stock. \"The Real Cost of Coal.\" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.\nJournal articles:\nFormat | Author(s). \"Article Title.\" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.\nExample | Gillette, Jane, et al. \"Human Simulations of Vocabulary Learning.\" Cognition 73.2 (1999): 135-176. Print.\nWeb pages:\nFormat | Author(s). \"Page Title.\" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.\nExample | Gunn, Janelle P., and Lauren E. Owens. \"How to Slash Sodium from Your Diet.\" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.\nAdditional guidelines:\nAuthor Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by \"et al.,\" which stands for and others (e.g., Smith, Jane, et al.).\nMedium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are \"Print\" and \"Web,\" but other possibilities include \"Film,\" \"E-mail,\" and \"Lecture.\" Whenever the Medium of Publication is \"Web,\" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.\nEditors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. \"Ed.\" stands for edited by. \"Trans.\" stands for translated by.\nMissing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation \"n. pag.\" is used instead. If a work has no available publication date, the abbreviation \"n.d.\" is used instead. If a work has no available publisher or no available city of publication, the abbreviation \"n.p.\" is used instead.\n\nSOLUTION: Look closely at the Works Cited entry:\nEncyclopedia of Indiana. New York: Somerset Publishers, 1993. Print.\nYou can tell that Somerset is the place of publication by looking at the publisher name, which appears after the place of publication.\n The answer is A.",
+    "10634": "Assistant:\n The answer is B.",
+    "10635": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nYou shouldn't go in the water until you know how to swim at first appears to be contradictory, because it is impossible to learn how to swim without going in the water. However, it contains some truth: you should not go into deep or dangerous water without first knowing how to swim.\n The answer is B.",
+    "10649": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.\n The answer is A.",
+    "10654": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to fly an airplane. Instead, some people learn how to fly airplanes. So, flying an airplane is an acquired trait.\n The answer is A.",
+    "10655": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince blow is between the guide words baseball - bottom, it would be found on that page.\n The answer is A.",
+    "10660": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.\nSOLUTION: The best estimate for the volume of a coffee pot is 12 cups.\n12 fluid ounces is too little and 12 gallons is too much.\n The answer is B.",
+    "10661": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.\nSOLUTION: The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.\n The answer is B.",
+    "10665": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.\nSOLUTION: Look at the picture of the goat.\nThe goat has long jaws and flat teeth. Its mouth is adapted to eat plant matter. The long jaws can help the goat reach grass. The flat teeth can help it cut and grind up the food into soft pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe impala has long jaws and flat teeth. Its mouth is adapted to eat plant matter.\nThe cougar has a large mouth and sharp teeth. Its mouth is not adapted to eat plant matter. The cougar uses its mouth to eat other animals.\n The answer is B.",
+    "10671": "Assistant: SOLUTION: Look at the table and images.\nNancy wants broccoli. Dominic wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is D.",
+    "10675": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is C.",
+    "10681": "Assistant: SOLUTION: This country is Barbados.\n The answer is A.",
+    "10685": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.\nSOLUTION: Look at the picture of the toilet plunger.\nThe toilet plunger is made of two different materials. The handle is made of wood, and the head is made of porcelain.\nPorcelain is a type of clay that is baked in an oven. This oven is called a kiln.\n The answer is B.",
+    "10689": "Assistant: SOLUTION: This country is New Zealand.\n The answer is D.",
+    "10692": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\n The answer is A.",
+    "10696": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is simple. It is a single independent clause.\nAntonio took several incredible panoramic photographs of the sweeping view from the top of Table Mountain.\n The answer is A.",
+    "10697": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince craft is between the guide words common - current, it would be found on that page.\n The answer is A.",
+    "10700": "Assistant: SOLUTION: Concord is the capital of New Hampshire.\n The answer is B.",
+    "10706": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.\nSOLUTION: A box turtle is a reptile. It has scaly, waterproof skin.\nBox turtles can live to be over 100 years old!\nA common toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA clownfish is a fish. It lives underwater. It has fins, not limbs.\nClownfish live with animals called anemones. In the image of the clownfish, you can see the brown anemone surrounding the clownfish.\nA human is a mammal. It has hair and feeds its young milk.\nHumans are a type of animal called a primate. Monkeys and apes are also primates.\n The answer is B.",
+    "10708": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.\nSOLUTION: The wind through a tree is a gas. A gas expands to fill a space.\nA tree bends and sways in the wind. But the wind still expands to fill all the space around the tree.\n The answer is B.",
+    "10709": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the earthworm.There is one path matter can take from the barren-ground caribou to the earthworm: barren-ground caribou->mushroom->grizzly bear->earthworm. There are two paths matter can take from the grizzly bear to the earthworm: grizzly bear->earthworm. grizzly bear->mushroom->grizzly bear->earthworm. mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the mushroom to the earthworm.. bear sedge. The bear sedge does not have any arrows pointing from it to other organisms. So, in this food web, matter does not move from the bear sedge to the earthworm..\n The answer is C.",
+    "10711": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun it could refer to the blouse or the skirt.\nThe second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the blouse.\nAlthough the blouse costs too much, it does look lovely with that skirt.\n The answer is A.",
+    "10716": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed.\nSOLUTION: Look at the distance each ship moved and the time it took to move that distance.\nOne ship moved 75 miles in 5 hours.\nThe other ship moved 60 miles in 5 hours.\nNotice that each ship spent the same amount of time moving. The ship that moved 75 miles moved a farther distance in that time. So, that ship must have moved at a higher speed.\n The answer is B.",
+    "10723": "Assistant: LECTURE: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object.\nSOLUTION: To determine if there is a net force on the leash, look at the forces:\nDaisy is pulling the leash toward herself with a force of 250 N.\nCamilla is pulling the leash away from herself with a force of 180 N.\nThe forces are in opposite directions, and the forces have different magnitudes: 250 N and 180 N. This means that the forces are unbalanced, so there is a net force on the leash.\n The answer is A.",
+    "10725": "Assistant: SOLUTION: This country is Fiji.\n The answer is D.",
+    "10729": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Africa.\n The answer is A.",
+    "10732": "Assistant: SOLUTION: Trenton is the capital of New Jersey.\n The answer is A.",
+    "10738": "Assistant: SOLUTION: Look at the table and images.\nClara wants broccoli. Hazel wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is A.",
+    "10750": "Assistant: LECTURE: Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.\nSOLUTION: A tiger is a mammal. Like other mammals, a tiger is a vertebrate. It has a backbone.\nA mosquito is an insect. Like other insects, a mosquito is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA gray crowned crane is a bird. Like other birds, a gray crowned crane is a vertebrate. It has a backbone.\nA komodo dragon is a reptile. Like other reptiles, a komodo dragon is a vertebrate. It has a backbone.\n The answer is D.",
+    "10755": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Jennifer wants or needs:\nJennifer will spend more time in the Photography Club than she would have spent in the Theater Club.\n The answer is A.",
+    "10758": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "10761": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A bull shark is a fish. It lives underwater. It has fins, not limbs.\nBull sharks can live in both fresh and salt water. They are found in rivers and in shallow parts of the ocean.\nA flamingo is a bird. It has feathers, two wings, and a beak.\nFlamingos live in large groups. These groups are called flocks.\n The answer is B.",
+    "10762": "Assistant: SOLUTION: Look at the table and images.\nErik wants broccoli. Lily wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is A.",
+    "10770": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses literally in its traditional sense: in a factual, non-exaggerated way.\nThe curry that the chef prepared was so spicy that Logan literally had to drink three glasses of milk to ease the pain.\nThe second text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). Logan's mouth may be in pain, but it is not actually on fire.\nThe curry that the chef prepared was so spicy that Logan's mouth was literally on fire by the time he finished his meal.\nMost style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect.\n The answer is B.",
+    "10783": "Assistant: LECTURE: Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds.\nSOLUTION: The words sob and goat rhyme. They both end with the ob sound.\nThe word rob does not rhyme. It ends with a different sound.\n The answer is B.",
+    "10785": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of the air inside of a freezer is 17\u00b0F.\n17\u00b0C is too hot.\n The answer is B.",
+    "10786": "Assistant: LECTURE: Some words are alike. They go together in a group.\nRed, blue, and green go together. They are colors.\nMom, dad, grandma, and grandpa go together. They are people in a family.\nSOLUTION: Ice cream, cookie, and cake go together. They are sweet things. Grass is not a sweet thing, so it is not like the other words.\n The answer is A.",
+    "10790": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer.\nSOLUTION: The better estimate for the length of a car key is 6 centimeters.\n6 meters is too long.\n The answer is B.",
+    "10791": "Assistant: LECTURE: Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.\nA line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures.\nSOLUTION: To describe the average temperature trends in New York City, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Sep\" is incorrect.\nChoice \"Jan\" is incorrect.\nThe average temperatures in January and February are between 30\u00b0F and 35\u00b0F. These months have the lowest average temperatures of all of the months. So, they are the coldest months of the year.\n The answer is A.",
+    "10793": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, Cape Breton Highlands National Park has long, cold winters. It also has soil that is poor in nutrients.\n The answer is B.",
+    "10797": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses unique in its traditional sense: being the only one of its kind.\nJon custom ordered his unique coffee table from a master craftsman in Lancaster.\nThe second text uses unique in its nontraditional sense: interesting or unusual. Jon's coffee table is an interesting style, but it was made in a factory and is probably not actually one of a kind.\nJon bought his unique coffee table from a factory outlet store in Lancaster.\nMost style guides recommend to use the traditional sense of the word unique because it is considered more standard.\n The answer is A.",
+    "10801": "Assistant: LECTURE: When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.\nBelow are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.\nBooks:\nFormat | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.\nExample | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.\nEssays, short stories, or poems in an anthology or book:\nFormat | Author(s). \"Essay, Poem, or Short Story Title.\" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.\nExample | James, Henry. \"The Middle Years.\" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.\nMagazine and newspaper articles:\nFormat | Author(s). \"Article Title.\" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.\nExample | Hayes, David J., and James H. Stock. \"The Real Cost of Coal.\" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.\nJournal articles:\nFormat | Author(s). \"Article Title.\" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.\nExample | Gillette, Jane, et al. \"Human Simulations of Vocabulary Learning.\" Cognition 73.2 (1999): 135-176. Print.\nWeb pages:\nFormat | Author(s). \"Page Title.\" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.\nExample | Gunn, Janelle P., and Lauren E. Owens. \"How to Slash Sodium from Your Diet.\" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.\nAdditional guidelines:\nAuthor Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by \"et al.,\" which stands for and others (e.g., Smith, Jane, et al.).\nMedium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are \"Print\" and \"Web,\" but other possibilities include \"Film,\" \"E-mail,\" and \"Lecture.\" Whenever the Medium of Publication is \"Web,\" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.\nEditors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. \"Ed.\" stands for edited by. \"Trans.\" stands for translated by.\nMissing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation \"n. pag.\" is used instead. If a work has no available publication date, the abbreviation \"n.d.\" is used instead. If a work has no available publisher or no available city of publication, the abbreviation \"n.p.\" is used instead.\n\nSOLUTION: Look closely at the Works Cited entry:\nAllawi, Ali A. Faisali of Iraq. New Haven: Yale University Press, 2014. Print.\nYou can tell that Ali A. Faisali is the author's last name because the author's name appears last name first at the beginning of the entry.\n The answer is B.",
+    "10819": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses an oxymoron, a joining of two seemingly contradictory terms.\nWorking vacation is a contradiction, because going on a vacation implies that you are taking a break from work.\n The answer is A.",
+    "10823": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The first sentence is less formal. You can tell because it uses a contraction (didn't).\nThe second sentence does not use a contraction, so it is more formal.\n The answer is B.",
+    "10837": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed.\nSOLUTION: Look at the distance each ship moved and the time it took to move that distance. The direction each ship moved does not affect its speed.\nNotice that each ship moved for 5 hours. The ship that moved 80 kilometers moved the shortest distance in that time. So, that ship must have moved at the lowest speed.\n The answer is C.",
+    "10838": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion cry wolf is a fable.\nIn the fable \"The Boy Who Cried Wolf,\" a shepherd boy repeatedly tricks people in his village by falsely claiming that a wolf is coming to eat his flock. When a wolf actually comes and the boy cries for help, nobody believes him or comes to his aid.\nThe allusion cry wolf means to raise a false alarm.\n The answer is A.",
+    "10839": "Assistant: SOLUTION: Montgomery is the capital of Alabama.\n The answer is C.",
+    "10840": "Assistant: SOLUTION: The respiratory system includes the parts of your body that help you breathe. The respiratory system is made up of the nose, throat, and lungs.\n The answer is A.",
+    "10841": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that being socially awkward determines knowledge of workplace safety. This is a personal attack that isn't relevant to Mr. Kemp's desire to prevent workplace injuries. This illustrates a type of logical fallacy known as ad hominem.\n The answer is A.",
+    "10853": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: You need to determine the fruit fly's phenotype for the wing type trait. First, consider the alleles in the fly's genotype for the wing type gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for vestigial wings (n) is recessive to the allele for normal wings (N). This means N is a dominant allele, and n is a recessive allele.\nThe fruit fly's genotype of Nn has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the fruit fly's phenotype for the wing type trait must be normal wings.\n The answer is A.",
+    "10854": "Assistant: SOLUTION: The First Amendment says that the government cannot take away a person's freedom of speech. Freedom of speech means that Americans can say and write what they want. But there are some limits on freedom of speech. For example, a person cannot write lies about someone in a newspaper. But the government cannot stop speech just because someone disagrees with it. Freedom of speech is different from freedom of religion. Freedom of religion means a person can choose his or her own religion. In the United States, the government cannot tell a person what to believe. The complete text of the First Amendment is below. Does it mention any other rights? Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.\n The answer is A.",
+    "10865": "Assistant: LECTURE: Plant cells are made up of many different parts. Each cell part has a function that helps the cell survive and grow.\nSome cell parts are called organelles. Organelles are cell structures that are surrounded by their own membranes. Here are some of the organelles in plant cells:\nChloroplasts and mitochondria work together to help the cell get the energy it needs. The chloroplasts use photosynthesis to make sugar. The mitochondria break down this sugar and release energy that the cell can use for all of its activities.\nThe nucleus directs cell activities by sending instructions to different parts of the cell. The nucleus contains structures called chromosomes. The chromosomes are made mostly of hereditary material called DNA. DNA contains information that the cell uses for growth and activities. These instructions tell ribosomes how to build molecules called proteins, which make up cell structures and help chemical reactions happen in the cell.\nThe endoplasmic reticulum is an organelle that helps ribosomes build proteins. The nucleus sends instructions for making proteins to ribosomes. Ribosomes can attach to the endoplamic reticulum. The endoplasmic reticulum and ribosomes use these instructions to make proteins that the cell needs to survive and grow.\nAfter proteins are made in the endoplasmic reticulum, they can be transferred to the Golgi. The Golgi is an organelle made up of flat, stacked membranes. The Golgi sorts and packages proteins and other substances. Then, the Golgi sends these substances to different parts of the cell. Some of these substances are sent to the cell membrane and released from the cell.\nIn plant cells, the vacuole stores waste, water, and nutrients such as sugar. Most plant cells have one vacuole.\nOther cell parts are not surrounded by their own membranes. These cell parts are not organelles.\nThe cell wall is the cell's tough outer covering. It gives the cell strength and stiffness and helps the cell keep its shape.\nOn the inside of the cell wall is a thin layer called the cell membrane. This layer is a membrane, but it does not have a membrane surrounding it, so it is not an organelle. The cell membrane controls which substances enter and leave the cell.\nThe cytoplasm is a thick liquid that fills the space inside the cell. The cytoplasm also helps the cell keep its shape and supports the other cell parts.\nSOLUTION: The endoplasmic reticulum helps the cell make proteins. Instructions for making proteins are sent to ribosomes. Ribosomes can attach to the endoplamic reticulum and use the instructions to make proteins.\n The answer is B.",
+    "10867": "Assistant: SOLUTION: The colony is North Carolina.\n The answer is D.",
+    "10869": "Assistant: LECTURE: Plant cells are made up of many different parts. Each cell part has a function that helps the cell survive and grow.\nSome cell parts are called organelles. Organelles are cell structures that are surrounded by their own membranes. Here are some of the organelles in plant cells:\nChloroplasts and mitochondria work together to help the cell get the energy it needs. The chloroplasts use photosynthesis to make sugar. The mitochondria break down this sugar and release energy that the cell can use for all of its activities.\nThe nucleus directs cell activities by sending instructions to different parts of the cell. The nucleus contains structures called chromosomes. The chromosomes are made mostly of hereditary material called DNA. DNA contains information that the cell uses for growth and activities. These instructions tell ribosomes how to build molecules called proteins, which make up cell structures and help chemical reactions happen in the cell.\nThe endoplasmic reticulum is an organelle that helps ribosomes build proteins. The nucleus sends instructions for making proteins to ribosomes. Ribosomes can attach to the endoplamic reticulum. The endoplasmic reticulum and ribosomes use these instructions to make proteins that the cell needs to survive and grow.\nAfter proteins are made in the endoplasmic reticulum, they can be transferred to the Golgi. The Golgi is an organelle made up of flat, stacked membranes. The Golgi sorts and packages proteins and other substances. Then, the Golgi sends these substances to different parts of the cell. Some of these substances are sent to the cell membrane and released from the cell.\nIn plant cells, the vacuole stores waste, water, and nutrients such as sugar. Most plant cells have one vacuole.\nOther cell parts are not surrounded by their own membranes. These cell parts are not organelles.\nThe cell wall is the cell's tough outer covering. It gives the cell strength and stiffness and helps the cell keep its shape.\nOn the inside of the cell wall is a thin layer called the cell membrane. This layer is a membrane, but it does not have a membrane surrounding it, so it is not an organelle. The cell membrane controls which substances enter and leave the cell.\nThe cytoplasm is a thick liquid that fills the space inside the cell. The cytoplasm also helps the cell keep its shape and supports the other cell parts.\nSOLUTION: The Golgi sorts and packages proteins and other substances for the cell. The Golgi sends some of these substances to parts of the cell where they are needed. It sends other substances to the cell membrane, where they are released from the cell.\n The answer is D.",
+    "10873": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Africa.\n The answer is C.",
+    "10874": "Assistant: LECTURE: Words are made up of syllables. Two kinds of syllables are closed and open.\nA closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.\ndesk: short e\nkit / ten: short i / short e\nAn open syllable ends with one vowel. It usually has a long vowel sound.\ngo: long o\nhe / ro: long e / long o\nSome open syllables end with y. The y makes a long e sound or a long i sound.\nsky: long i\nba / by: long a / long e\nSOLUTION: The word hi ends with a consonant and has a short vowel sound. So, it has a closed syllable.\n The answer is B.",
+    "10883": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.\nSOLUTION: Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.\n The answer is C.",
+    "10885": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nWalter lives in a city where the wind often blows from the south throughout the year.\nThis passage tells you about the usual wind pattern where Walter lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is A.",
+    "10886": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A European green toad's scientific name is Bufo viridis. The first word of its scientific name is Bufo.\nLithobates blairi is in the genus Lithobates. The first word of its scientific name is Lithobates. So, Lithobates blairi and Bufo viridis are not in the same genus.\nThis organism and the European green toad are in the same genus and the same species! Both organisms have the same scientific name, Bufo viridis.\nBufo bufo is in the genus Bufo. The first word of its scientific name is Bufo. So, Bufo bufo and Bufo viridis are in the same genus.\nHyla japonica is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla japonica and Bufo viridis are not in the same genus.\n The answer is A.",
+    "10889": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.\nSOLUTION: Look at the picture of the leopard.\nThe leopard has a large mouth and sharp teeth. Its mouth is adapted to tear through meat. The leopard uses its large mouth to grab its prey. It uses its sharp teeth to cut up the meat of the prey into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe orca has a large mouth and sharp teeth. Its mouth is adapted to tear through meat.\nThe tamandua has a long tube-shaped mouth and no teeth. It does not have sharp teeth. So, its mouth is not adapted to tear through meat. The tamandua uses its mouth to get insects out of holes and burrows.\n The answer is A.",
+    "10894": "Assistant: LECTURE: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells.\nSOLUTION: Smooth is a property. A smooth material is not rough or bumpy.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the burlap sack is smoother. If you touch burlap, it will not feel rough or bumpy.\n The answer is A.",
+    "10899": "Assistant: SOLUTION: Look at the table and images.\nIan wants broccoli. Joseph wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is C.",
+    "10909": "Assistant: LECTURE: A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nSOLUTION: The temperature of each battery decreased, which means that the thermal energy of each battery decreased. So, thermal energy was transferred from each battery to the surroundings.\n The answer is B.",
+    "10919": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the polar bear.\nThe polar bear has skin with thick fur on top and a thick layer of fat underneath it. Its skin is adapted for survival in cold places. The polar bear uses its fur and fat to keep warm in cold weather.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the Eurasian lynx has thick fur covering its skin. Its skin is adapted for survival in cold places.\nThe thorny devil has hard scales covering much of its skin. Its skin is not adapted for survival in cold places.\n The answer is A.",
+    "10921": "Assistant: LECTURE: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving.\nSOLUTION: Complete the sentence with the phrase creeps up on you. It describes time as if it were a sneaky person.\n The answer is B.",
+    "10935": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Basil's genotype for the eye color gene is ee. Basil's genotype of ee has only e alleles. The e allele is for red eyes. So, Basil's phenotype for the eye color trait must be red eyes.\nTo check this answer, consider whether Basil's alleles are dominant or recessive. The allele for brown eyes (E) is dominant over the allele for red eyes (e). This means E is a dominant allele, and e is a recessive allele.\nBasil's genotype of ee has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Basil's phenotype for the eye color trait must be red eyes.\n The answer is B.",
+    "10939": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Peter Pan is literature.\nIn a J. M. Barrie novel, the character Peter Pan retreats to Neverland and refuses to grow up.\nThe allusion Peter Pan means a person who won't take on adult responsibilities.\n The answer is A.",
+    "10941": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nDark clouds hung over the coast of Algeria last weekend.\nThis passage tells you about the clouds seen last weekend on the coast of Algeria. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is B.",
+    "10945": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nSOLUTION: To determine if this statement is true, calculate the value of 75% of the volume of Uranus by multiplying its volume by 0.75.\nThen compare the result to the volume of Neptune. The volume of Neptune is 62,530 billion km^3, which is more than 51,248 billion km^3. So, the volume of Neptune is more than 75% of the volume of Uranus.\n The answer is A.",
+    "10947": "Assistant: SOLUTION: The colony is New Jersey.\n The answer is A.",
+    "10955": "Assistant: SOLUTION: Look at the table and images.\nTristan wants broccoli. Lorenzo wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is B.",
+    "10960": "Assistant: SOLUTION: This country is the Dominican Republic.\nWhy does the Dominican Republic share its island with another country?\nThe Dominican Republic and Haiti share the island of Hispaniola. It is home to the earliest European settlements in the Americas. Christopher Columbus founded the first European settlement on the island in 1492 during his first voyage across the Atlantic.\nThough many people lived on the island before Columbus's arrival, European countries quickly began to colonize the island. Eventually France and Spain both established colonies. The Spanish colony eventually became the country of the Dominican Republic, and the French colony eventually became the country of Haiti. Today, people in the two countries speak different languages and have many cultural differences.\n The answer is B.",
+    "10961": "Assistant: LECTURE: Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service.\nSOLUTION: To decide whether fixing a computer is a good or a service, ask these questions:\nIs fixing a computer something you can touch? No.\nIs fixing a computer a job you might pay someone else to do? Yes.\nSo, fixing a computer is a service.\n The answer is A.",
+    "10962": "Assistant: SOLUTION: Santa Fe is the capital of New Mexico.\n The answer is A.",
+    "10964": "Assistant: SOLUTION: Baton Rouge is the capital of Louisiana.\n The answer is C.",
+    "10971": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Ohio is farthest east.\n The answer is D.",
+    "10980": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nJackie lives in a town with hot summers and freezing cold winters.\nThis passage tells you about the usual temperatures where Jackie lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is B.",
+    "10982": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "10984": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Europe.\n The answer is A.",
+    "10997": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A slender-spined porcupinefish's scientific name is Diodon nicthemerus.\nDiodon nicthemerus has the same scientific name as a slender-spined porcupinefish. So, these organisms are in the same species.\nAmphiprion frenatus does not have the same scientific name as a slender-spined porcupinefish. So, Diodon nicthemerus and Amphiprion frenatus are not in the same species.\nAmphiprion perideraion does not have the same scientific name as a slender-spined porcupinefish. So, Diodon nicthemerus and Amphiprion perideraion are not in the same species.\n The answer is C.",
+    "10999": "Assistant: LECTURE: Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader.\nSOLUTION: The new blanket was as soft as a kitten's fur.\nThe words blanket and kitten are compared using the word as. So, the sentence uses a simile.\n The answer is A.",
+    "11000": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses personification, giving human characteristics to nonhuman things.\nTrent's '64 Impala groaned describes the car as if it were human.\n The answer is A.",
+    "11006": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nA tarnished silver spoon is one that has become less shiny over time. Polishing the spoon makes it look shiny again.\nThe polish changes the tarnish into a different type of matter that can be easily wiped away. So, using polish to remove tarnish from silver is a chemical change.\nA piece of avocado turning brown is a chemical change. The avocado reacts with oxygen in the air to form a different type of matter.\nIf you scrape off the brown part of the avocado, the inside will still be green. The inside hasn't touched the air. So the chemical change hasn't happened to that part of the avocado.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is C.",
+    "11007": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: An article should be in quotation marks.\nThe correct title is \"Caring for Our Children.\"\n The answer is A.",
+    "11015": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude.\n The answer is D.",
+    "11020": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "11022": "Assistant: LECTURE: To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.\nThe map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.\nSOLUTION: Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.\nThe legend tells you that this air mass contained air with specific humidity levels between 18 and 24 grams of water vapor per kilogram of air.\n24 grams of water vapor per kilogram of air is within this range.\n9 and 13 grams of water vapor per kilogram of air are outside of this range.\n The answer is A.",
+    "11027": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer.\nSOLUTION: The better estimate for the length of a leather belt is 85 centimeters.\n85 kilometers is too long.\n The answer is B.",
+    "11038": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Australia.\n The answer is C.",
+    "11042": "Assistant: LECTURE: A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nSOLUTION: The temperature of each aquarium decreased, which means that the thermal energy of each aquarium decreased. So, thermal energy was transferred from each aquarium to the surroundings.\n The answer is A.",
+    "11046": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The second answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the article.\nTom was recently reading about remote mountain villages, and the article said that they often have no Internet access. He couldn't imagine life without email!\n The answer is A.",
+    "11060": "Assistant: SOLUTION: Look at the table and images.\nRosa wants broccoli. Kylie wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is B.",
+    "11064": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses an oxymoron, a joining of two seemingly contradictory terms.\nOld news is a contradiction, because news is recent information.\n The answer is A.",
+    "11067": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nSOLUTION: Look at the object.\nThink about each property.\nA slippery object is hard to hold onto or stand on. The potato sack is slippery.\nA rough object feels scratchy when you touch it. The potato sack is not rough.\n The answer is B.",
+    "11073": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. The yogurt and the green apple are not transparent.\nA lemon has a sour taste. All three objects are sour.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The yogurt and the green apple are translucent, but you cannot see clearly through a translucent object.\nThe property that all three objects have in common is sour.\n The answer is C.",
+    "11083": "Assistant: SOLUTION: This state is Alaska.\n The answer is D.",
+    "11085": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A book should be in italics.\nThe correct title is **Tales of a Fourth Grade Nothing**.\n The answer is B.",
+    "11094": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince pouch is not between the guide words picture - profit, it would not be found on that page.\n The answer is B.",
+    "11099": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Helen wants or needs:\nHelen will give up the chance to eat chocolate muffins. She thinks chocolate muffins are tastier than cranberry muffins.\n The answer is B.",
+    "11113": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nSOLUTION: The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.\n The answer is B.",
+    "11116": "Assistant: LECTURE: Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.\nSOLUTION: In this experiment, Lester investigated whether pruning tomato plants affects the weight of the tomatoes. So, the pruned tomato plants were part of an experimental group.\nThe unpruned tomato plants were not pruned. So, they were not part of an experimental group.\n The answer is B.",
+    "11119": "Assistant:\n The answer is B.",
+    "11120": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Iowa is farthest north.\n The answer is C.",
+    "11123": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.\n The answer is B.",
+    "11126": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince phantom is between the guide words passage - pigeon, it would be found on that page.\n The answer is B.",
+    "11131": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "11132": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Anne wants or needs:\nAnne will give up the chance to go on the scrambler. She would have had more fun on that ride.\n The answer is A.",
+    "11137": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is A.",
+    "11138": "Assistant: SOLUTION: Bismarck is the capital of North Dakota.\n The answer is B.",
+    "11145": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.\n The answer is A.",
+    "11149": "Assistant: SOLUTION: This country is Tonga.\n The answer is A.",
+    "11155": "Assistant: SOLUTION: Jackson is the capital of Mississippi.\n The answer is C.",
+    "11169": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of a bowl of ice cream is 39\u00b0F.\n39\u00b0C is too hot.\n The answer is B.",
+    "11177": "Assistant: LECTURE: In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes\nSOLUTION: Chelonoidis nigra is an animal. Animal cells have a nucleus.\n The answer is B.",
+    "11180": "Assistant: LECTURE: One object can make another object move with a push or a pull.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.\nSOLUTION: The boy pushes one of the marbles away from himself. The marble moves along the ground. The direction of the push is away from the boy's thumb.\n The answer is B.",
+    "11181": "Assistant: SOLUTION: The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.\n The answer is A.",
+    "11187": "Assistant:\n The answer is B.",
+    "11191": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence is a statement and ends with a period. It is a declarative sentence.\n The answer is C.",
+    "11195": "Assistant: LECTURE: Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader.\nSOLUTION: Mrs. Leonard is kind, and her heart is gold.\nThe words heart and gold are compared without the word like or as. So, the sentence uses a metaphor.\n The answer is A.",
+    "11198": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Troy wants or needs:\nTroy will give up the chance to see the lemurs. He would have enjoyed seeing them more than the otters.\n The answer is B.",
+    "11199": "Assistant: LECTURE: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!\nSOLUTION: Hematite has all the properties of a mineral. So, hematite is a mineral.\n The answer is B.",
+    "11201": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n\nSOLUTION: To determine how many boxes in the Punnett square represent offspring with mutated antennae or normal antennae, consider whether each phenotype is the dominant or recessive allele's version of the antenna type trait. The question tells you that the A allele, which is for mutated antennae, is dominant over the a allele, which is for normal antennae.\nMutated antennae is the dominant allele's version of the antenna type trait. A fruit fly with the dominant version of the antenna type trait must have at least one dominant allele for the antenna type gene. So, offspring with mutated antennae must have the genotype AA or Aa.\nThere are 3 boxes in the Punnett square with the genotype AA or Aa. These boxes are highlighted below.\nNormal antennae is the recessive allele's version of the antenna type trait. A fruit fly with the recessive version of the antenna type trait must have only recessive alleles for the antenna type gene. So, offspring with normal antennae must have the genotype aa.\nThere is 1 box in the Punnett square with the genotype aa. This box is highlighted below.\nSo, the expected ratio of offspring with mutated antennae to offspring with normal antennae is 3:1. This means that, on average, this cross will produce 3 offspring with mutated antennae for every 1 offspring with normal antennae.\n The answer is C.",
+    "11202": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: The scarlet rosemallow plant's genotype for the flower color gene is ff. The scarlet rosemallow plant's genotype of ff has only f alleles. The f allele is for white flowers. So, the scarlet rosemallow plant's phenotype for the flower color trait must be white flowers.\nTo check this answer, consider whether the scarlet rosemallow plant's alleles are dominant or recessive. The allele for red flowers (F) is dominant over the allele for white flowers (f). This means F is a dominant allele, and f is a recessive allele.\nThe scarlet rosemallow plant's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the scarlet rosemallow plant's phenotype for the flower color trait must be white flowers.\n The answer is A.",
+    "11206": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms.\nSOLUTION: You can tell whether potassium chloride is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for potassium chloride, KCl, contains two atomic symbols: K for potassium and Cl for chlorine. So, the formula tells you that potassium chloride is composed of two chemical elements bonded together.\nSince potassium chloride is composed of multiple chemical elements bonded together, potassium chloride is a compound.\n The answer is A.",
+    "11215": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is A.",
+    "11218": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nA change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water.\nSOLUTION: Chicken cooking in an oven is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter.\n The answer is B.",
+    "11219": "Assistant: LECTURE: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving.\nSOLUTION: Complete the sentence with the word hiding. It describes the phone as if it were a person who is hiding.\n The answer is B.",
+    "11220": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince children is between the guide words carriage - cloak, it would be found on that page.\n The answer is B.",
+    "11223": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Cheyenne's genotype for the coat color gene is ll. Cheyenne's genotype of ll has only l alleles. The l allele is for a red coat. So, Cheyenne's phenotype for the coat color trait must be a red coat.\nTo check this answer, consider whether Cheyenne's alleles are dominant or recessive. The allele for a red coat (l) is recessive to the allele for a black coat (L). This means L is a dominant allele, and l is a recessive allele.\nCheyenne's genotype of ll has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Cheyenne's phenotype for the coat color trait must be a red coat.\n The answer is B.",
+    "11227": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, the following statements describe the Mount Rainier National Park ecosystem: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has long, cold winters and short, cool summers. It has many evergreen trees. The following statement does not describe Mount Rainier National Park: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has soil that is frozen year-round.\n The answer is A.",
+    "11238": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of a kitchen sink is 22 liters.\n22 milliliters is too little.\n The answer is A.",
+    "11241": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nHouston is a city near the coast of Texas. A record 42 inches of rain fell near Houston during the last week of July in 1979.\nThe underlined part of the passage tells you about the amount of rain that fell in Houston in 1979. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is B.",
+    "11246": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\n The answer is A.",
+    "11252": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.\n The answer is C.",
+    "11254": "Assistant: SOLUTION: Pierre is the capital of South Dakota.\n The answer is B.",
+    "11257": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.\nSOLUTION: The text uses apostrophe, a direct address to an absent person or a nonhuman entity.\nBlue Moon is a direct address to the moon, a nonhuman entity.\n The answer is A.",
+    "11260": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.\nSOLUTION: Look at the picture of the shoebill.\nLong legs help the shoebill keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe African sacred ibis has long, thin legs. Its legs are adapted for wading.\nThe kookaburra has short legs. Its legs are not adapted for wading. The kookaburra uses its legs to walk and perch.\n The answer is A.",
+    "11262": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince drive is between the guide words dad - distant, it would be found on that page.\n The answer is A.",
+    "11263": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Beth is intelligent because she's smart. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning.\n The answer is A.",
+    "11280": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Scott sat down on the rickety old chair, it abruptly collapsed beneath him.\n The answer is A.",
+    "11283": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles.\n The answer is C.",
+    "11285": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A purple heron's scientific name is Ardea purpurea.\nArdea purpurea is in the same genus as Ardea herodias, but they are not in the same species.\nOrganisms in the same species have the same scientific names. Ardea purpurea and Ardea herodias are different species within the same genus.\nArdea purpurea has the same scientific name as a purple heron. So, these organisms are in the same species.\nCaprimulgus europaeus does not have the same scientific name as a purple heron. So, Ardea purpurea and Caprimulgus europaeus are not in the same species.\n The answer is B.",
+    "11293": "Assistant: LECTURE: Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.\nSOLUTION: A rainbow boa is a reptile. Like other reptiles, a rainbow boa is a vertebrate. It has a backbone.\nA monarch butterfly is an insect. Like other insects, a monarch butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.\nLike other dung beetles, a dung beetle is an invertebrate. It does not have a backbone. It has an exoskeleton.\nLike other tarantulas, a curlyhair tarantula is an invertebrate. It does not have a backbone. It has an exoskeleton.\n The answer is B.",
+    "11296": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nAn opaque object does not let light through. None of the objects are opaque.\nA lemon has a sour taste. The water pitcher is not sour.\nYou can see clearly through a transparent object. All three objects are transparent.\nThe property that all three objects have in common is transparent.\n The answer is A.",
+    "11300": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.\n The answer is A.",
+    "11309": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is A.",
+    "11317": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram.\nSOLUTION: The better estimate for the mass of a goat is 34 kilograms.\n34 grams is too light.\n The answer is A.",
+    "11318": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of the air on a warm, sunny day is 28\u00b0C.\n28\u00b0F is too cold.\n The answer is B.",
+    "11320": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the compound rubidium bromide.\nIn a space-filling model, the balls represent atoms that are bonded together. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\nSOLUTION: Use the model to determine whether potassium bromide is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that potassium bromide is composed of potassium atoms and bromine atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that potassium bromide is composed of two chemical elements: potassium and bromine. Since potassium bromide is composed of multiple chemical elements bonded together, potassium bromide is a compound.\n The answer is B.",
+    "11324": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer.\nSOLUTION: The better estimate for the length of a paintbrush is 29 centimeters.\n29 meters is too long.\n The answer is B.",
+    "11333": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.\n The answer is C.",
+    "11335": "Assistant: SOLUTION: The Great Depression affected countries around the world.\nMany countries other than the United States also suffered from the Great Depression. Some of these countries included Canada, Mexico, South America, Africa, Europe, and Asia.\n The answer is D.",
+    "11342": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is B.",
+    "11344": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "11345": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of a cherry pie is 2 pounds.\n2 ounces is too light and 2 tons is too heavy.\n The answer is C.",
+    "11346": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is A.",
+    "11367": "Assistant: LECTURE: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving.\nSOLUTION: Complete the sentence with the word merciless. It describes the vines as if they were mean people.\n The answer is B.",
+    "11371": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed.\nSOLUTION: Look at the distance each sailboat moved and the time it took to move that distance. The direction each sailboat moved does not affect its speed.\nNotice that each sailboat moved for 5 hours. The sailboat that moved 70 kilometers moved the farthest distance in that time. So, that sailboat must have moved at the highest speed.\n The answer is A.",
+    "11373": "Assistant: LECTURE: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!\nSOLUTION: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nPyrite is a mineral.\nSphalerite is a mineral.\nPaper is not a pure substance. But all minerals are pure substances.\nPaper is made by humans. But minerals are not made by living things.\nSo, paper is not a mineral.\n The answer is B.",
+    "11374": "Assistant: LECTURE: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there\nSOLUTION: A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Tongue Point Marine Life Sanctuary have daily flooding and draining of seawater. They also have many different types of organisms.\n The answer is B.",
+    "11380": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Hazel doesn't have school spirit, because she doesn't go to football games. However, there may be a number of reasons why Hazel doesn't go to football games. This illustrates a type of logical fallacy known as a false dichotomy.\n The answer is B.",
+    "11383": "Assistant: LECTURE: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving.\nSOLUTION: Complete the sentence with the phrase sprang to life. It describes the alarm clock as if it were a person who is alive.\n The answer is B.",
+    "11384": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "11394": "Assistant: LECTURE: Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service.\nSOLUTION: To decide whether a motorcycle is a good or a service, ask these questions:\nIs a motorcycle something you can touch? Yes.\nIs a motorcycle a job you might pay someone else to do? No.\nSo, a motorcycle is a good.\n The answer is B.",
+    "11397": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nSOLUTION: The text uses an allusion, a brief reference to someone or something well known.\nThe allusion the Midas touch suggests that Troy is successful at all that he does. In Greek mythology, King Midas has the power to turn anything he touches into gold, easily creating value from nothing.\n The answer is B.",
+    "11399": "Assistant: SOLUTION: Nashville is the capital of Tennessee.\n The answer is D.",
+    "11400": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is C.",
+    "11408": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.\nSOLUTION: Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.\n The answer is A.",
+    "11416": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of a potato is 16 centimeters.\n16 millimeters is too short. 16 meters and 16 kilometers are too long.\n The answer is A.",
+    "11417": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses an oxymoron, a joining of two seemingly contradictory terms.\nDefinite maybe is a contradiction, because definite describes something that is sure, and maybe refers to something that is unsure.\n The answer is A.",
+    "11418": "Assistant: LECTURE: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving.\nSOLUTION: Complete the sentence with the phrase jumped out in front of me. It describes the curb as if it were a mischievous, unpredictable person.\n The answer is A.",
+    "11421": "Assistant: LECTURE: All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.\nScientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element.\nSOLUTION: Count the number of chemical elements represented in the model. Then, decide if chloroform is an elementary substance or a compound.\nIn this model, each ball is labeled with C for carbon or Cl for chlorine. So, the model shows you that chloroform is made of two chemical elements bonded together.\nSubstances made of two or more chemical elements bonded together are compounds. So, chloroform is a compound.\n The answer is A.",
+    "11429": "Assistant: LECTURE: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!\nSOLUTION: Hornblende has all the properties of a mineral. So, hornblende is a mineral.\n The answer is B.",
+    "11430": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. Petunia has two alleles for a hairy fleece (F). So, Petunia's genotype for the fleece type gene is FF.\n The answer is A.",
+    "11434": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nSOLUTION: To determine if this statement is true, calculate the value of 75% of the volume of Uranus by multiplying its volume by 0.75.\nThen compare the result to the volume of Neptune. The volume of Neptune is 62,530 billion km^3, which is more than 51,248 billion km^3. So, the volume of Neptune is more than 75% of the volume of Uranus.\n The answer is A.",
+    "11445": "Assistant: LECTURE: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same\nSOLUTION: Think about how the distance between Joseph and the center of Earth changed.\nThe summit of the mountain was higher than the point where Joseph started hiking. As he hiked toward the summit, the distance between Joseph and the center of Earth increased. So, the gravitational potential energy stored between Joseph and Earth increased as he hiked toward the summit.\n The answer is A.",
+    "11446": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "11453": "Assistant: LECTURE: Birds have feathers, two wings, and a beak.\nSOLUTION: A harbor seal is a mammal. It has fur and feeds its young milk.\nSeals have flippers instead of arms! They use their flippers to swim underwater or to crawl on the beach.\nA red-eyed tree frog is an amphibian. It has moist skin and begins its life in water.\nA red-eyed tree frog has sticky pads on its toes. The sticky pads help the red-eyed tree frog hold on to leaves.\nA Steller's sea eagle is a bird. It has feathers, two wings, and a beak.\nSteller's sea eagles live on the Steller's sea urchin. Steller's sea urchins have poisonous spines. So, the Steller's sea eagles must be careful when they eat!\nA humpback whale is a mammal. It has hair and feeds its young milk.\nWhales are mammals that live in the ocean. Humpback whales have small hairs that grow from bumps around their mouth.\n The answer is C.",
+    "11454": "Assistant: LECTURE: Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader.\nSOLUTION: This sentence uses a simile:\nJoe's eyes are as green as emeralds.\nThe words eyes and emeralds are compared using the word as.\nThis sentence uses a metaphor:\nJoe's eyes are bright green emeralds.\nThe words eyes and emeralds are compared without the word like or as.\n The answer is A.",
+    "11457": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun her could refer to Erica's or her sister's.\nThe airline lost Erica's baggage when she flew to Hawaii with her sister last month.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nWhen Erica and her sister flew to Hawaii last month, the airline lost her baggage.\n The answer is B.",
+    "11468": "Assistant: SOLUTION: Salt Lake City is the capital of Utah.\n The answer is A.",
+    "11480": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nSewing an apron is a physical change. The fabric and thread that make up the apron get a new shape, but the type of matter in each of them does not change.\nMixing lettuce and salad dressing is a physical change. Together, the salad and dressing make a mixture. But making this mixture does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is C.",
+    "11487": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.\nSOLUTION: The better estimate for how long it takes to mow the lawn is 30 minutes.\n30 seconds is too fast.\n The answer is A.",
+    "11489": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in present tense. You can tell because it uses a present-tense verb, learns. The verb ends in -s and tells you about something that is true or happening now.\n The answer is B.",
+    "11496": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of a carton of orange juice is 2 liters.\n2 milliliters is too little.\n The answer is A.",
+    "11497": "Assistant: LECTURE: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners.\nSOLUTION: The first text message is more formal. It uses complete sentences, avoids slang (heads up), and uses the person's title (Ms. Schmidt). The other text message includes more casual language and sentence fragments.\n The answer is B.",
+    "11498": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Mona wants or needs:\nMona will spend more ride tickets on the super starship than she would have spent on the pirate ship.\n The answer is B.",
+    "11502": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.\nSOLUTION: Look at the picture of the bearded dragon.\nWhen frightened, the bearded dragon can spread out its deadly looking spiny scales to appear larger and more dangerous. If a predator is nearby, the bearded dragon can raise its body temperature to make itself appear sick and in pain.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Mozambique spitting cobra has a hood around its neck. It uses its neck to appear larger and more dangerous to a predator.\nThe Madagascar day gecko has a short neck. Its neck is not adapted to help it appear larger and more dangerous to a predator.\n The answer is B.",
+    "11505": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nThe humidity is low where Brody lives. So, the air is usually dry.\nHumidity is the amount of water in the air.\nThis passage tells you about the usual pattern of humidity where Brody lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is A.",
+    "11509": "Assistant: SOLUTION: Denver is the capital of Colorado.\n The answer is D.",
+    "11511": "Assistant: LECTURE: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.\nSOLUTION: The population of Richmond fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Richmond has gone up. So, the supply of houses for sale probably went up, too.\n The answer is B.",
+    "11514": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA fragile object will break into pieces if you drop it. The glass bottle is fragile, but the gold ring and the car bumper are not.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.\nA rough object feels scratchy when you touch it. None of the objects are rough.\nThe property that all three objects have in common is shiny.\n The answer is A.",
+    "11523": "Assistant: SOLUTION: Animals need food, but plants don't.\nAll organisms need energy from food. Some organisms, including most plants, make their own food.\nChemical energy can be used for cell growth.\nCells can use chemical energy to power many important cell processes, including growth.\n The answer is B.",
+    "11532": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "11545": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of a soccer field is 390 feet.\n390 inches is too short. 390 yards and 390 miles are too long.\n The answer is D.",
+    "11546": "Assistant: LECTURE: The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.\nThe roots take in water and nutrients from the soil. They also hold the plant in place in the soil.\nThe stem supports the plant. It carries food, water, and nutrients through the plant.\nThe leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.\nAfter they are pollinated, the flowers make seeds and fruit.\nThe fruit contain the seeds. Each fruit grows from a pollinated flower.\nThe seeds can grow into a new plant. Germination is when a seed begins to grow.\nSOLUTION: The part of the pineapple tree we usually eat is the fruit. It contains the seeds.\n The answer is C.",
+    "11548": "Assistant: LECTURE: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving.\nSOLUTION: Complete the sentence with the phrase walking out the door. It describes his last chance as if it were a person who is walking away.\n The answer is B.",
+    "11552": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of purple particles per milliliter.\nSolution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles.\n The answer is A.",
+    "11556": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince middle is not between the guide words meadow - mole, it would not be found on that page.\n The answer is B.",
+    "11559": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the following statement describes the Peary Land ecosystem: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has mostly small plants. The following statements do not describe Peary Land: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has warm summers and cool winters. It has many evergreen trees.\n The answer is C.",
+    "11572": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Atlantic Ocean.\n The answer is A.",
+    "11578": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. New York is farthest east.\n The answer is A.",
+    "11581": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.\nSOLUTION: The better estimate for how long it takes to fry an egg in a pan is 5 minutes.\n5 hours is too slow.\n The answer is B.",
+    "11582": "Assistant: LECTURE: Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the ip sound.\nThe words lake and make rhyme. They both end with the ake sound.\nThe words tip and lake don't rhyme. They end with different sounds.\nSOLUTION: The words fake and bike rhyme. They both end with the ike sound.\nThe word lake does not rhyme. It ends with a different sound.\n The answer is B.",
+    "11583": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n\nSOLUTION: To determine how many boxes in the Punnett square represent offspring with dumbo ears or normal ears, consider whether each phenotype is the dominant or recessive allele's version of the ear type trait. The question tells you that the E allele, which is for normal ears, is dominant over the e allele, which is for dumbo ears.\nDumbo ears is the recessive allele's version of the ear type trait. A rat with the recessive version of the ear type trait must have only recessive alleles for the ear type gene. So, offspring with dumbo ears must have the genotype ee.\nAll 4 boxes in the Punnett square have the genotype ee.\nNormal ears is the dominant allele's version of the ear type trait. A rat with the dominant version of the ear type trait must have at least one dominant allele for the ear type gene. So, offspring with normal ears must have the genotype EE or Ee.\nThere are 0 boxes in the Punnett square with the genotype EE or Ee.\nSo, the expected ratio of offspring with dumbo ears to offspring with normal ears is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with dumbo ears. This cross is expected to never produce offspring with normal ears.\n The answer is D.",
+    "11589": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. Tora's observable version of the coat pattern trait is a black coat. So, Tora's phenotype for the coat pattern trait is a black coat.\n The answer is B.",
+    "11590": "Assistant: LECTURE: An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.\nSOLUTION: Caprimulgus europaeus is written in italics. The first word is capitalized, and the second word is not.\nSo, Caprimulgus europaeus is the scientific name.\n The answer is B.",
+    "11591": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "11593": "Assistant: LECTURE: Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food.\nSOLUTION: A kangaroo is an animal. It hops and swims.\nKangaroos hop to move around. They use their large tails for balance while hopping.\nA cherry tree is a plant. It can grow white or pink flowers.\nMany types of cherry trees come from Japan. Some of these trees have flowers, but no cherries!\n The answer is A.",
+    "11596": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSOLUTION: Look at the picture of the marbles.\nThe marbles are made of glass.\nGlass is a clear, breakable material. Some marbles are made of clear glass, and others are made of colored glass.\n The answer is A.",
+    "11597": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Some humans are born with naturally straight hair. Others are born with naturally curly hair. Straight and curly are examples of hair texture.\nSome people use tools to change how their hair looks. But this doesn't affect the natural texture of their hair. So, having naturally straight hair is an inherited trait.\n The answer is B.",
+    "11599": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Florida is farthest west.\n The answer is B.",
+    "11603": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nIt has not rained in over a week at Ian's house.\nThis passage tells you about the precipitation last week at Ian's house. It describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is A.",
+    "11605": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.\nSOLUTION: Look at the picture of the gerenuk.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe giraffe has a long neck. Its neck is adapted for reaching high branches.\nThe bison has a short neck. Its neck is not adapted for reaching high branches. The bison eats mostly grass.\n The answer is B.",
+    "11606": "Assistant: SOLUTION: Salt Lake City is the capital of Utah.\n The answer is D.",
+    "11607": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Pacific Ocean.\n The answer is A.",
+    "11608": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nSOLUTION: Look at the object.\nThink about each property.\nYou can see clearly through a transparent object. The glass bottle is transparent.\nA bouncy object will bounce back from the floor if you drop it. The glass bottle is not bouncy.\n The answer is A.",
+    "11609": "Assistant: LECTURE: In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.\nSOLUTION: Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 5 solute particles on the left side of the membrane and 3 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There was 1 more solute particle on the right side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.\n The answer is A.",
+    "11613": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution A and Solution B have the same number of yellow particles per milliliter. So, their concentrations are the same.\n The answer is A.",
+    "11639": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nMorning clouds usually clear up by noon where Leo lives.\nThis passage tells you about the usual pattern of clouds where Leo lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is B.",
+    "11643": "Assistant: LECTURE: Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have a hard outer cover on their body. Other invertebrates have a soft body.\nSOLUTION: A bess beetle is an insect. Like other insects, a bess beetle is an invertebrate. It does not have a backbone. It has a hard outer cover.\nA snowy owl is a bird. Like other birds, a snowy owl is a vertebrate. It has a backbone.\nA peacock butterfly is an insect. Like other insects, a peacock butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA Caribbean spiny lobster is a crustacean. Like other crustaceans, a Caribbean spiny lobster is an invertebrate. It does not have a backbone. It has an exoskeleton.\n The answer is A.",
+    "11656": "Assistant: SOLUTION: Neil wanted broccoli in his lunch and Darnell was hoping for tomatoes. Look at the labeled part of the images.\nNeil has tomatoes. Darnell has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is D.",
+    "11663": "Assistant: LECTURE: A fact is something that can be proved by research or observation.\nNapoleon Bonaparte was shorter than King Louis XVI.\nThe statement above is a fact. The statement can be proved by researching the height of each man and comparing them.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.\nNapoleon Bonaparte was a better leader than King Louis XVI.\nThe statement above is an opinion. People can have different ideas about what makes someone a \"better\" leader, so the statement cannot be proved.\nSOLUTION: The second sentence states a fact.\nGuardians of the Galaxy was released in theaters on July 24, 2014.\nIt can be proved by looking up the release date of Guardians of the Galaxy.\nThe first sentence states an opinion.\nGuardians of the Galaxy was the most enjoyable film of 2014.\nMost enjoyable shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a film enjoyable.\n The answer is B.",
+    "11664": "Assistant: SOLUTION: Olympia is the capital of Washington.\n The answer is A.",
+    "11670": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "11675": "Assistant: SOLUTION: This country is New Zealand.\n The answer is B.",
+    "11688": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "11690": "Assistant: LECTURE: Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other.\n The answer is A.",
+    "11695": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Kentucky is farthest north.\n The answer is B.",
+    "11696": "Assistant: SOLUTION: Look at the table and images.\nJennifer wants broccoli. Melissa wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is D.",
+    "11715": "Assistant: LECTURE: In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes\nSOLUTION: Rhizophora mangle is a plant. Plant cells can make their own food. Plant cells make food using photosynthesis.\n The answer is B.",
+    "11728": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses factoid in its traditional sense: something made up presented as a true fact.\nAs a geneticist, Jackie dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.\nThe second text uses factoid in its nontraditional sense: a trivial but true fact.\nAs a geneticist, Jackie enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard.\n The answer is A.",
+    "11733": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. The crayon is not transparent.\nA smooth object is not scratchy or rough. All four objects are smooth.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The silver ring and the ball of wet clay are not translucent.\nThe property that all four objects have in common is smooth.\n The answer is A.",
+    "11734": "Assistant: LECTURE: Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food.\nSOLUTION: A salmon is an animal. It swims in the water.\nUnlike most other fish, salmon can live in both freshwater and seawater.\nA banana tree is a plant. It has large leaves.\nThe leaves on a banana tree can be up to nine feet long!\nA peregrine falcon is an animal. It walks and flies.\nPeregrine falcons live on every continent except Antarctica.\nA koala is an animal. It eats leaves.\nKoalas spend most of their time in trees. They sleep for up to 20 hours a day!\n The answer is B.",
+    "11736": "Assistant: LECTURE: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding.\nSOLUTION: An underling has a more negative connotation. An underling is a person who is lower in rank than someone else.\n The answer is B.",
+    "11738": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the following statements describe the Tibetan Plateau ecosystem: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has soil that is frozen year-round. It has long, cold winters and short, cold summers. The following statement does not describe the Tibetan Plateau: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has warm summers and cool winters.\n The answer is B.",
+    "11745": "Assistant: LECTURE: In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.\nA single organism is an individual. Individuals of the same species that live in the same place are part of a population.\nMultiple populations of different species that live in the same place are part of a community.\nTogether, communities of living organisms and the nonliving parts of their environment make up an ecosystem.\n The answer is B.",
+    "11756": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses an allusion, a brief reference to someone or something well known.\nBenedict Arnold alludes to the American general during the Revolutionary War who betrayed his country and fought for the British.\n The answer is A.",
+    "11757": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.\nSOLUTION: Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.\n The answer is B.",
+    "11758": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.\n The answer is A.",
+    "11761": "Assistant: SOLUTION: Tallahassee is the capital of Florida.\n The answer is C.",
+    "11768": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nSOLUTION: Look at the picture of the crested black macaque.\nThe crested black macaque has long fingers and toes. It is adapted for climbing trees. The crested black macaque uses its long fingers and toes to hold on to branches while climbing.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bare-eared squirrel monkey has long fingers and toes. It is adapted for climbing trees.\nThe chital has four hoofed feet. It is not adapted for climbing trees. The chital uses its feet to walk and run.\n The answer is A.",
+    "11772": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.\nSOLUTION: The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.\n The answer is C.",
+    "11773": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Senator Serrano isn't lying when she says she cares about her constituents\u2014she wouldn't lie to people she cares about. However, this isn't necessarily true. People can still lie to those they care about. This illustrates a type of logical fallacy known as circular reasoning.\n The answer is A.",
+    "11777": "Assistant: LECTURE: A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.\nSOLUTION: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.\nI can translate these French words for you, or you can use an online dictionary.\n The answer is B.",
+    "11784": "Assistant: LECTURE: A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nSOLUTION: The temperature of each salmon increased, which means that the thermal energy of each salmon increased. So, thermal energy was transferred from the surroundings to each salmon.\n The answer is B.",
+    "11799": "Assistant: LECTURE: Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.\nSOLUTION: To describe the average precipitation trends in Charlotte, look at the graph.\nChoice \"Jan\" is incorrect.\nChoice \"January is the month with the highest average precipitation.\" is incorrect.\nSeveral other months have a slightly higher average precipitation than January.\nChoice \"Charlotte has a rainy season and a dry season.\" is incorrect.\nThe average monthly precipitation does not change much throughout the year. Every month has some rain, and there is no dry season. So, Charlotte does not have a rainy season and a dry season.\nChoice \"Precipitation does not change much from month to month.\" is incorrect.\nThe average monthly precipitation changes only slightly throughout the year.\n The answer is B.",
+    "11802": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "11805": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the south arrow is pointing. California is farthest south.\n The answer is D.",
+    "11815": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that the museum's new exhibit needs more security guards because someone might steal something. However, this isn't necessarily true. For instance, the museum might have a strong security system that makes theft unlikely. This illustrates a type of logical fallacy known as a false dichotomy.\n The answer is A.",
+    "11817": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nSOLUTION: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism golden years indicates that Mr. Dudley is old. Golden years is a nicer way of referring to old age.\n The answer is A.",
+    "11818": "Assistant: SOLUTION: This country is the Marshall Islands.\nDoes the Marshall Islands have any territorial disputes?\nThe Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States claimed Wake Island in 1899 and has controlled it since then. But the Marshall Islands considers the island part of its territory. It says that its people have traveled to the island to gather food and resources for many years. Today, the island is mainly used by the U.S. Air Force.\n The answer is C.",
+    "11819": "Assistant: LECTURE: Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n\nSOLUTION: Granite does not have all the properties of a mineral. So, granite is not a mineral.\n The answer is A.",
+    "11825": "Assistant: LECTURE: In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or\nSOLUTION: Capitalize the first word, the last word, and every important word in between. The words the and of are not important, so they should not be capitalized.\nThe correct title is Here Come the Littles.\n The answer is B.",
+    "11829": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of a floor lamp is 10 pounds.\n10 ounces is too light and 10 tons is too heavy.\n The answer is B.",
+    "11845": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A savanna grassland is a type of ecosystem. It has warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients.\nChoice 1 is a savanna grassland ecosystem. It has warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients.\nChoice 2 is a tropical rain forest ecosystem. It has year-round rain and soil that is poor in nutrients.\nChoice 3 is a tundra ecosystem. It is cold, dry, and rocky. Tundras have permafrost, or soil that is frozen year-round.\n The answer is A.",
+    "11849": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence tells about something, and it ends with a period. It is a declarative sentence.\n The answer is B.",
+    "11860": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA stretchy object gets longer when you pull on it. The popcorn and the log are not stretchy.\nA bouncy object will bounce back from the floor if you drop it. All three objects are bouncy.\nA sticky object can attach or stick to other things. None of the objects are sticky.\nThe property that all three objects have in common is bouncy.\n The answer is B.",
+    "11862": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in present tense. You can tell because it uses a present-tense verb, win. The verb tells you about something that is true or happening now.\n The answer is C.",
+    "11866": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of a can of soda pop is 310 milliliters.\n310 liters is too much.\n The answer is A.",
+    "11868": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram.\nSOLUTION: The better estimate for the mass of a pair of goggles is 60 grams.\n60 kilograms is too heavy.\n The answer is A.",
+    "11874": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Skippy's genotype for the body hair gene is bb. Skippy's genotype of bb has only b alleles. The b allele is for a hairless body. So, Skippy's phenotype for the body hair trait must be a hairless body.\nTo check this answer, consider whether Skippy's alleles are dominant or recessive. The allele for a hairy body (B) is dominant over the allele for a hairless body (b). This means B is a dominant allele, and b is a recessive allele.\nSkippy's genotype of bb has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Skippy's phenotype for the body hair trait must be a hairless body.\n The answer is B.",
+    "11881": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The first sentence is less formal. You can tell because it uses a contraction (so).\nThe second sentence does not use a contraction, so it is more formal.\n The answer is B.",
+    "11886": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is C.",
+    "11890": "Assistant: SOLUTION: Nashville is the capital of Tennessee.\n The answer is A.",
+    "11892": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. Trisha has two alleles for having sickle-cell disease (a). So, Trisha's genotype for the sickle-cell disease gene is aa.\n The answer is B.",
+    "11897": "Assistant: SOLUTION: Jackson is the capital of Mississippi.\n The answer is C.",
+    "11901": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.\nSOLUTION: Helium is a gas. A gas expands to fill a space. Helium is lighter than air. So, if you fill a balloon with helium, the balloon will rise. If helium leaks out of the balloon, the helium will expand into the space around the balloon.\nA plate is a solid. A solid has a size and shape of its own. If someone drops a plate, it may break into pieces. But each piece will still have a size and shape of its own.\nAn umbrella is a solid. A solid has a size and shape of its own. When you open an umbrella, it has a size and shape of its own.\nRain is a liquid. A liquid takes the shape of any container it is in. If you put rainwater into a bucket, the rainwater will take the shape of the bucket. But the rainwater will still take up the same amount of space.\n The answer is B.",
+    "11917": "Assistant: SOLUTION: Atlanta is the capital of Georgia.\n The answer is D.",
+    "11921": "Assistant: SOLUTION: Augusta is the capital of Maine.\n The answer is C.",
+    "11922": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nPotato chips have a salty taste. Both objects are salty.\nA sticky object can stick to other things. Neither of the objects are sticky.\nThe property that both objects have in common is salty.\n The answer is B.",
+    "11923": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is A.",
+    "11925": "Assistant: LECTURE: Chemical changes and physical changes are two ways matter can change.\nIn a chemical change, the type of matter changes.\nBurning a piece of paper is a chemical change. The paper changes into ash and smoke.\nIn a physical change, the type of matter stays the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nIce melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state.\nSOLUTION: Breaking a plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter.\n The answer is A.",
+    "11926": "Assistant: SOLUTION: Indianapolis is the capital of Indiana.\n The answer is A.",
+    "11928": "Assistant: LECTURE: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!\nSOLUTION: The properties of granite match the properties of a rock. So, granite is a rock.\n The answer is B.",
+    "11930": "Assistant: SOLUTION: Charleston is the capital of West Virginia.\n The answer is C.",
+    "11931": "Assistant: LECTURE: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners.\nSOLUTION: The first invitation is more formal. It uses more elevated language (cordially invited). The other invitation uses contractions and is more familiar (you're invited).\n The answer is A.",
+    "11932": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A pickerel frog's scientific name is Lithobates palustris. The first word of its scientific name is Lithobates.\nLithobates catesbeianus is in the genus Lithobates. The first word of its scientific name is Lithobates. So, Lithobates catesbeianus and Lithobates palustris are in the same genus.\nAgalychnis callidryas is in the genus Agalychnis. The first word of its scientific name is Agalychnis. So, Agalychnis callidryas and Lithobates palustris are not in the same genus.\nBufo guttatus is in the genus Bufo. The first word of its scientific name is Bufo. So, Bufo guttatus and Lithobates palustris are not in the same genus.\n The answer is A.",
+    "11934": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "11936": "Assistant: SOLUTION: Nashville is the capital of Tennessee.\n The answer is B.",
+    "11942": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nLake Titicaca is a large, deep lake on the border between Peru and Bolivia. Dry, windy conditions are common each year in June, July, and August.\nThe underlined part of the passage tells you about the usual wind patterns at Lake Titicaca. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is A.",
+    "11943": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.\nSOLUTION: An arrowhead is a solid. A solid has a size and shape of its own. An arrowhead is made of rock.\nA rag doll is a solid. A solid has a size and shape of its own. When you hold a rag doll in your hands, the rag doll still has a size and shape of its own.\nAn eraser is a solid. A solid has a size and shape of its own. An eraser is made of plastic.\nVinegar is a liquid. A liquid takes the shape of any container it is in. If you pour vinegar into a different container, the vinegar will take the shape of that container. But the vinegar will still take up the same amount of space.\n The answer is D.",
+    "11946": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux.\nSOLUTION: The source of the allusion Svengali is literature.\nIn George du Maurier's novel Trilby, Svengali is a hypnotist who exerts such power over the central character that she is suddenly able to sing, which she was unable to do before.\nThe allusion Svengali means a person with an unduly strong influence over someone else.\n The answer is A.",
+    "11948": "Assistant: SOLUTION: Montgomery is the capital of Alabama.\n The answer is A.",
+    "11954": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "11955": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Pacific Ocean.\n The answer is D.",
+    "11963": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nWhere Rita lives, winds blowing from the northeast are rare in July.\nThis passage tells you about the usual wind pattern where Rita lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is B.",
+    "11964": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Senator Swift hates children, because she wants to cut education funding. However, the fact that Senator Swift wants to cut education funding doesn't necessarily suggest that she hates children. This illustrates a type of logical fallacy known as a straw man.\n The answer is A.",
+    "11975": "Assistant: SOLUTION: Phoenix is the capital of Arizona.\n The answer is B.",
+    "11983": "Assistant: SOLUTION: The colony is North Carolina.\n The answer is D.",
+    "11984": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?\nThe number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.\nThere are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.\nThere are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard.\nSOLUTION: The better estimate for the length of a potato is 8 inches.\n8 feet is too long.\n The answer is A.",
+    "11986": "Assistant: LECTURE: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding.\nSOLUTION: A scrawny animal has a more negative connotation. Scrawny and slender both denote thinness. However, scrawny suggests something is thin in a bad way, while slender suggests something is thin in a good way.\n The answer is B.",
+    "11988": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.\n The answer is E.",
+    "11990": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.\nSOLUTION: The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.\nKennedy repeats the words we need at the beginning of each sentence.\n The answer is B.",
+    "11992": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.\n The answer is A.",
+    "11995": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.\nSOLUTION: An ocean sunfish is a fish. It lives underwater. It has fins, not limbs.\nOcean sunfish have a flat body and wide fins. They sometimes swim to the ocean's surface to rest in the sun.\nA water buffalo is a mammal. It has hair and feeds its young milk.\nWater buffaloes live in Asia. Some people raise water buffaloes for their milk.\nA penguin is a bird. It has feathers, two wings, and a beak.\nPenguins live near water. Penguins cannot fly! They use their wings to swim.\nA common toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\n The answer is C.",
+    "12008": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is A.",
+    "12011": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: You need to determine Kiki's phenotype for the whisker type trait. First, consider the alleles in Kiki's genotype for the whisker type gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for curved whiskers (h) is recessive to the allele for straight whiskers (H). This means H is a dominant allele, and h is a recessive allele.\nKiki's genotype of Hh has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Kiki's phenotype for the whisker type trait must be straight whiskers.\n The answer is A.",
+    "12016": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of purple particles per milliliter.\nSolution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.\n The answer is C.",
+    "12021": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to play golf. Instead, some people learn how to play golf. Playing the sport takes practice. So, playing golf is an acquired trait.\n The answer is B.",
+    "12023": "Assistant: LECTURE: A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.\nSOLUTION: The second sentence is the simple sentence. It has one subject and predicate.\nEvery winter my father grows a thick beard.\n The answer is B.",
+    "12026": "Assistant: SOLUTION: The colony is Delaware.\n The answer is C.",
+    "12031": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Producers do not eat other organisms. So, in a food web, producers do not have arrows pointing to them from other organisms.\nThe lichen does not have any arrows pointing to it. So, the lichen is a producer.\nThe barren-ground caribou has arrows pointing to it from the lichen and the bilberry. So, the barren-ground caribou is a consumer, not a producer.\n The answer is A.",
+    "12033": "Assistant: LECTURE: Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4\n The answer is D.",
+    "12034": "Assistant: SOLUTION: Boise is the capital of Idaho.\n The answer is B.",
+    "12047": "Assistant: LECTURE: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.\nSOLUTION: When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down.\n The answer is A.",
+    "12054": "Assistant: SOLUTION: Concord is the capital of New Hampshire.\n The answer is B.",
+    "12056": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "12064": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nA change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water.\nSOLUTION: Leaves changing color in the fall is a chemical change. As the weather gets colder, the chemical in the leaves changes. The new chemical makes the leaves look different colors.\n The answer is B.",
+    "12068": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince hind is not between the guide words heart - hood, it would not be found on that page.\n The answer is A.",
+    "12072": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.\n The answer is A.",
+    "12083": "Assistant: LECTURE: Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.\nSOLUTION: To describe the average precipitation trends in Santiago, look at the graph.\nChoice \"Mar\" is incorrect.\nChoice \"Jun\" is incorrect.\nChoice \"Aug\" is incorrect.\nJune has an average monthly precipitation of about 80 millimeters. This is higher than in any other month. So, June has the highest average precipitation.\n The answer is B.",
+    "12096": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Africa.\n The answer is D.",
+    "12100": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Humans are not born knowing how to drive a car. Instead, many people learn how to drive when they are older. So, driving is an acquired trait.\n The answer is A.",
+    "12103": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence tells someone to do something, so it is an imperative sentence. Here, it ends with a period.\n The answer is A.",
+    "12105": "Assistant: LECTURE: In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes\nSOLUTION: Rhizophora mangle is a plant. Plant cells have a nucleus.\n The answer is A.",
+    "12116": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.\n The answer is A.",
+    "12117": "Assistant: SOLUTION: This country is New Zealand.\n The answer is A.",
+    "12123": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nWater evaporating from a puddle is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.\nRain forming in a cloud is a change of state. So, it is a physical change. Water vapor in the air condenses into tiny droplets of liquid water. These droplets make up a cloud. When there is enough water in the air, the droplets will fall as rain.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nWater evaporating is caused by heating. But rain forming in a cloud is not.\nBoth are caused by cooling.\nRain begins to form when water vapor in the air becomes liquid water. This is caused by cooling. But water evaporating from a puddle is not.\n The answer is A.",
+    "12129": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of a full box of cereal is 19 ounces.\n19 pounds and 19 tons are both too heavy.\n The answer is C.",
+    "12134": "Assistant: LECTURE: A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is \u00b0.\nSome thermometers measure temperature in degrees Fahrenheit (\u00b0F). Fahrenheit is one scale used to measure temperature.\nThis is a tube thermometer. It has a tube filled with a red liquid.\nThere is a Fahrenheit scale along the right side of the tube. The top of the red liquid lines up with the number 80 on the scale. So, the temperature shown by this thermometer is 80\u00b0F.\nSOLUTION: Find the top of the red liquid.\nNow look at the scale to the right. The top of the red liquid is halfway between 60 and 70. So, the temperature is 65\u00b0F.\n The answer is A.",
+    "12135": "Assistant: SOLUTION: This state is Michigan.\n The answer is A.",
+    "12137": "Assistant: LECTURE: In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes\nSOLUTION: Hevea brasiliensis is a plant. Plants are made up of many cells.\n The answer is A.",
+    "12139": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.\nSOLUTION: The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.\n The answer is A.",
+    "12143": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n\nSOLUTION: To decide which planet is the smallest, look at the volumes shown in the table and compare the exponents. Mercury's volume has an exponent of 10, which is the smallest out of all the planets.\nMercury is made mainly of rock. So, the smallest planet is made mainly of rock.\n The answer is B.",
+    "12154": "Assistant: LECTURE: A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.\nSOLUTION: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.\nAsian pears don't change color after being harvested, but some European pears do.\n The answer is A.",
+    "12157": "Assistant: LECTURE: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving.\nSOLUTION: Complete the sentence with the word sprinted. It describes the wave as if it were an active person.\n The answer is A.",
+    "12167": "Assistant: LECTURE: When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.\nThis table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.\nType of symbiotic relationship | Organism of one species... | Organism of the other species...\nCommensal | benefits | is not significantly affected\nMutualistic | benefits | benefits\nParasitic | benefits | is harmed (but not usually killed)\nSOLUTION: When a hawk moth visits a petunia flower, the moth gets the nectar it needs to survive. So, the moth benefits from its relationship with the flower.\nThe flower is able to reproduce after the moth pollinates it. So, the flower also benefits from its relationship with the moth.\nSince both the moth and the flower benefit, a mutualistic relationship is formed when a hawk moth visits a petunia flower.\n The answer is B.",
+    "12172": "Assistant: LECTURE: Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds.\nSOLUTION: The words snarl and twirl rhyme. They both end with the ire sound.\nThe word swirl does not rhyme. It ends with a different sound.\n The answer is B.",
+    "12174": "Assistant: SOLUTION: Helena is the capital of Montana.\n The answer is D.",
+    "12176": "Assistant: SOLUTION: Sacramento is the capital of California.\n The answer is B.",
+    "12183": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The second answer choice contains a vague pronoun reference. The pronoun he could refer to Scott or Ed.\nThe first answer choice shows a possible correction for the vague pronoun reference. He has been replaced with Scott.\nAfter Scott explained the chemistry homework to Ed, Scott understood it better, too.\n The answer is A.",
+    "12191": "Assistant: LECTURE: Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?\nConifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones onto female cones. After pollination, sperm from the pollen can combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe seeds can fall out of the cones and land on the ground. When a seed lands on the ground, it can germinate, or start to grow into a new plant.\nSOLUTION: A seedling is a small, young plant. A seedling will grow into an adult plant.\n The answer is A.",
+    "12192": "Assistant: LECTURE: Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds.\nSOLUTION: The words thank and yank rhyme. They both end with the ank sound.\nThe word hike does not rhyme. It ends with a different sound.\n The answer is B.",
+    "12198": "Assistant: LECTURE: A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping.\nSOLUTION: The most comfortable clothing is made from wool.\nThis statement states a fact. Wool comes from the fluffy coats of sheep! First, a farmer cuts the sheep's coats. Then, the wool is spun into yarn. The yarn can be dyed and used to make clothes.\nSheep's wool is used to make all kinds of clothing.\nThis statement states a fact. You can use sheep's wool to make clothes.\n The answer is B.",
+    "12204": "Assistant: LECTURE: In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or\nSOLUTION: Capitalize the first word, the last word, and every important word in between. The word of is not important, so it should not be capitalized.\nThe correct title is In the Blink of an Eye.\n The answer is A.",
+    "12215": "Assistant: SOLUTION: A tree is outside.\nA tree can be very tall.\nBirds may live in a tree.\n The answer is A.",
+    "12219": "Assistant: LECTURE: A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.\nSOLUTION: The first sentence is the simple sentence. It has one subject and predicate.\nThe highway is full of cracks, so the workers are repairing it.\n The answer is A.",
+    "12226": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is C.",
+    "12232": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait.\n The answer is A.",
+    "12234": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed.\nSOLUTION: Look at the distance each motorboat moved and the time it took to move that distance. The direction each motorboat moved does not affect its speed.\nNotice that each motorboat moved for 5 hours. The motorboat that moved 105 miles moved the shortest distance in that time. So, that motorboat must have moved at the lowest speed.\n The answer is A.",
+    "12240": "Assistant: LECTURE: Authors use different text structures to organize their ideas in writing. Learning to identify these structures will help you to understand the relationships between ideas in informational texts. You can also use these structures to organize your own writing.\nA cause-effect structure presents the causes and the effects of a particular event, trend, or situation. This structure often uses words and phrases such as because, since, as a result, due to, or consequently.\nA compare-contrast structure presents similarities (comparisons) and differences (contrasts) between two or more things. This structure often uses words and phrases such as like, similarly, or in the same way (for comparing) or on the other hand, in contrast, or unlike (for contrasting).\nA problem-solution structure presents a problem and suggests one or more possible solutions. This structure often uses words such as issue, question, puzzle, propose, and answer.\nA sequential structure describes a series of events that happens in a certain order. This structure often uses specific dates and times or words such as first, next, during, finally, and while.\nSOLUTION: The text uses a cause-effect structure to show the events that led to the violence at the Democratic Party's convention in Chicago. In the text, certain words and phrases help to organize ideas in a cause-effect structure. Notice the words because, led to, and strengthened.\n The answer is A.",
+    "12247": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince auction is between the guide words above - asphalt, it would be found on that page.\n The answer is A.",
+    "12255": "Assistant: SOLUTION: This country is Saint Lucia.\n The answer is D.",
+    "12263": "Assistant: LECTURE: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving.\nSOLUTION: Complete the sentence with the word coughed. It describes the engine as if it were a person who is sick.\n The answer is B.",
+    "12266": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses an oxymoron, a joining of two seemingly contradictory terms.\nSweet sorrow is a contradiction, because sweet describes something that is gentle and pleasant, while sorrow refers to grief or sadness.\n The answer is B.",
+    "12269": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSOLUTION: Look at the picture of the swim goggles.\nThe swim goggles are made of rubber.\nRubber is a good material to use for goggles because it is flexible. The goggles can bend to fit your face.\n The answer is B.",
+    "12284": "Assistant: SOLUTION: Genes affect traits.\nGenes contain information about inherited traits.\nAll organisms have genes.\nAll organisms have genes that contain information about their inherited traits.\nEye color is an example of a gene.\nAn organism's eye color is affected by its genes. But eye color is not a gene. Eye color is a trait, which is an observable characteristic of an organism.\nGenes are passed down from parents to offspring.\nWhen an organism reproduces, it passes copies of its genes to its offspring. This is how information about inherited traits is passed down.\n The answer is A.",
+    "12287": "Assistant: SOLUTION: Sacramento is the capital of California.\n The answer is B.",
+    "12292": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "12298": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.\nSOLUTION: Look at the picture of the giant anteater.\nA tube-shaped snout helps the giant anteater reach into a burrow. A long, sticky tongue helps it catch the insects.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe long-beaked echidna has a tube-shaped snout and a long, sticky tongue. Its mouth is adapted to eat insects that live inside burrows.\nThe gorilla has a wide snout. Its mouth is not adapted to get insects out of burrows. The gorilla uses its mouth to eat leaves and fruit.\n The answer is B.",
+    "12311": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The second answer choice contains a vague pronoun reference. The pronoun she could refer to Ms. Boone or her daughter.\nMs. Boone asked her daughter to chop the celery, but she couldn't find the knife.\nThe first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nMs. Boone asked her daughter to chop the celery, but her daughter couldn't find the knife.\n The answer is A.",
+    "12316": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.\nSOLUTION: The best estimate for the volume of a washing machine is 32 gallons.\n32 fluid ounces and 32 cups are both too little.\n The answer is A.",
+    "12320": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram.\nSOLUTION: The better estimate for the mass of a full bag of groceries is 3 kilograms.\n3 grams is too light.\n The answer is B.",
+    "12321": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nCutting a piece of rope is a physical change. The rope is shorter after you cut it. But it is still made of the same type of matter as the uncut rope.\nPeeling a banana is a physical change. The peel is not covering the rest of the fruit anymore. But both the peel and the banana are still made of the same type of matter as before.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is D.",
+    "12324": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "12332": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.\n The answer is B.",
+    "12335": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.\nSOLUTION: Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.\n The answer is B.",
+    "12340": "Assistant: LECTURE: Fish live underwater. They have fins, not limbs.\nSOLUTION: An Asian elephant is a mammal. It has hair and feeds its young milk.\nElephants live in groups called herds. The oldest female in the herd is usually the leader.\nA bull shark is a fish. It lives underwater. It has fins, not limbs.\nBull sharks can live in both fresh and salt water. They are found in rivers and in shallow parts of the ocean.\nA green iguana is a reptile. It has scaly, waterproof skin.\nIguanas are a type of lizard. Iguanas eat plants and fruit.\nA red kangaroo is a mammal. It has fur and feeds its young milk.\nKangaroos hop to move around. They use their large tails for balance while hopping.\n The answer is A.",
+    "12350": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is A.",
+    "12357": "Assistant: SOLUTION: Annapolis is the capital of Maryland.\n The answer is D.",
+    "12358": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A Panamanian golden frog's scientific name is Atelopus zeteki.\nAtelopus zeteki has the same scientific name as a Panamanian golden frog. So, these organisms are in the same species.\nHyla japonica does not have the same scientific name as a Panamanian golden frog. So, Atelopus zeteki and Hyla japonica are not in the same species.\nBufo guttatus does not have the same scientific name as a Panamanian golden frog. So, Atelopus zeteki and Bufo guttatus are not in the same species.\n The answer is A.",
+    "12365": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.\nSOLUTION: A woodpecker is a bird. It has feathers, two wings, and a beak.\nWoodpeckers have strong beaks. They use their beaks to drill into wood to hunt for food.\nA red-headed poison frog is an amphibian. It has moist skin and begins its life in water.\nPoison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous.\nA water buffalo is a mammal. It has hair and feeds its young milk.\nWater buffaloes live in Asia. Some people raise water buffaloes for their milk.\nA hammerhead shark is a fish. It lives underwater. It has fins, not limbs.\nHammerhead sharks get their names from the shape of their heads. They have a wide, flat head and a small mouth.\n The answer is C.",
+    "12370": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.\nSOLUTION: The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.\nWhitman repeats the words out of the cradle at the beginning of each line.\n The answer is A.",
+    "12382": "Assistant: LECTURE: A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.\nSOLUTION: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.\nMr. Fowler exercises after work, or he plays cards with friends.\n The answer is A.",
+    "12390": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the recipe.\nIf Steven doesn't know how to make homemade waffles, he can find the recipe in the cookbook.\n The answer is B.",
+    "12394": "Assistant: LECTURE: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read?\nSOLUTION: The writer could best improve his or her word choice by reducing repetitive language.\nFor example, the writer could revise the underlined text by using synonyms of impressed, such as pleased, satisfied, and impressed.\nIf you're ever in New York State, you should see Albany, the state capitol. When I visited last summer, I was impressed by the museums, the historic mansions and colonial homes, and other cites. The surrounding area also provides plenty of options for outdoor recreation. Nearby lakes and rivers, not to mention the majestic Adirondack Mountains, offer hiking, fishing, and canoeing opportunities.\n The answer is A.",
+    "12396": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The second answer choice contains a vague pronoun reference. The pronoun she could refer to Eva or Anna.\nEva smiled and said hello when she ran into Anna at the post office.\nThe first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nWhen Eva ran into Anna at the post office, she smiled and said hello.\n The answer is A.",
+    "12397": "Assistant: SOLUTION: This country is The Bahamas.\n The answer is D.",
+    "12399": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nCooking an egg is a chemical change. The heat causes the matter in the egg to change. Cooked eggs and raw eggs are made of different types of matter.\nMetal turning less shiny over time is called tarnishing. A penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nCooking is caused by heating. But a penny tarnishing is not.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is C.",
+    "12403": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Indian Ocean.\n The answer is C.",
+    "12406": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "12413": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the south arrow is pointing. California is farthest south.\n The answer is A.",
+    "12414": "Assistant: LECTURE: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding.\nSOLUTION: A boring shirt has a more negative connotation. If a shirt is boring, it is probably plain and uninteresting.\n The answer is A.",
+    "12418": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.\nSOLUTION: Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.\n The answer is C.",
+    "12421": "Assistant: LECTURE: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding.\nSOLUTION: Arguing about something has a more negative connotation. If you argue about something, you have a disagreement that involves raised voices and maybe even physical violence.\n The answer is B.",
+    "12427": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of a test tube is 13 milliliters.\n13 liters is too much.\n The answer is B.",
+    "12438": "Assistant: LECTURE: Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.\nSOLUTION: To describe the average precipitation trends in New Orleans, look at the graph.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"October is the wettest month.\" is incorrect.\nEvery other month has a higher average precipitation than October. So, October is the driest, not the wettest, month.\nChoice \"The wettest months of the year are June, July, and August.\" is incorrect.\nOn average, more precipitation falls during June, July, and August than during other months of the year. So, June, July, and August are the wettest months.\nChoice \"June, July, and August are the driest months of the year.\" is incorrect.\nOn average, slightly more precipitation falls during June, July, and August than during the other months of the year. So, June, July, and August are not the driest months.\n The answer is B.",
+    "12441": "Assistant: LECTURE: A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks.\nSOLUTION: This is a run-on sentence. It is a comma splice formed from two sentences run together, joined by just a comma.\nInside its tissues, the spotted jelly\u2014a marine invertebrate native to the South Pacific\u2014grows symbiotic algae that produces food for the jelly and gives it a greenish-brown hue.\nHere is one way to fix the run-on sentence:\nInside its tissues, the spotted jelly\u2014a marine invertebrate native to the South Pacific\u2014grows symbiotic algae that produces food for the jelly and gives it a greenish-brown hue.\n The answer is B.",
+    "12446": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA rough object feels scratchy when you touch it. The cracker and the fries are rough, but the lemon is not.\nPotato chips have a salty taste. All three objects are salty.\nYellow is a color.\nThis color is yellow. The cracker and the fries are yellow, but the lemon is not.\nThe property that all three objects have in common is salty.\n The answer is B.",
+    "12452": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. The muskmelon plant's observable version of the fruit taste trait is sour fruit. So, the plant's phenotype for the fruit taste trait is sour fruit.\n The answer is A.",
+    "12453": "Assistant: LECTURE: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners.\nSOLUTION: The first letter opening is more formal. It uses the recipient's personal title and last name. The other opening uses the recipient's first name, suggesting a more familiar relationship.\n The answer is A.",
+    "12455": "Assistant: SOLUTION: The colony is Pennsylvania.\n The answer is D.",
+    "12468": "Assistant: LECTURE: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.\n The answer is C.",
+    "12473": "Assistant: SOLUTION: This country is Antigua and Barbuda.\n The answer is B.",
+    "12477": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution A and Solution B have the same number of yellow particles per milliliter. So, their concentrations are the same.\n The answer is B.",
+    "12487": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\n The answer is C.",
+    "12489": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.\n The answer is C.",
+    "12490": "Assistant: LECTURE: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners.\nSOLUTION: The first memo to customers is more formal. It uses more elevated language (committed to, honoring). The other memo to customers uses contractions (we're) and is more familiar (cares about).\n The answer is A.",
+    "12506": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nSugar has a sweet taste. All four objects are sweet.\nA flexible object can be folded or bent without breaking easily. The jello is flexible, but the ocean water is not.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The jello is translucent, but the ocean water is not.\nThe property that all four objects have in common is sweet.\n The answer is C.",
+    "12509": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nSOLUTION: The second sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction or.\nYou can wipe up your spill with some paper towels, or you can use the sponge on the counter.\n The answer is A.",
+    "12513": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, Peary Land has long, cold winters. It also has mostly small plants.\n The answer is B.",
+    "12521": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of a bike path is 2 miles.\n2 inches, 2 feet, and 2 yards are all too short.\n The answer is D.",
+    "12523": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that either we raise taxes or our public schools will fail. However, it's not a black-and-white situation. For instance, schools may still receive funding from other sources. This illustrates a type of logical fallacy known as a false dichotomy.\n The answer is C.",
+    "12535": "Assistant: SOLUTION: Atlanta is the capital of Georgia.\n The answer is D.",
+    "12547": "Assistant: LECTURE: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving.\nSOLUTION: Complete the sentence with the phrase devouring. It describes the tsunami as if it were a person who is eating or destroying.\n The answer is B.",
+    "12549": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms.\nSOLUTION: You can tell whether nitrogen is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for nitrogen, N2, contains one atomic symbol: N. So, the formula tells you that nitrogen is composed of only one chemical element.\nSince nitrogen is composed of only one chemical element, nitrogen is an elementary substance.\n The answer is B.",
+    "12553": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A sand cat's scientific name is Felis margarita. The first word of its scientific name is Felis.\nLynx rufus is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx rufus and Felis margarita are not in the same genus.\nLynx canadensis is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx canadensis and Felis margarita are not in the same genus.\nThis organism and the sand cat are in the same genus and the same species! Both organisms have the same scientific name, Felis margarita.\n The answer is A.",
+    "12554": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nErosion caused by wind is a physical change. The wind carries away tiny pieces of rock. But the pieces of rock do not become a different type of matter.\nBeating an egg is a physical change. Beating an egg mixes together the egg white, egg yolk, and some air. But mixing them together does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is A.",
+    "12556": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.\n The answer is B.",
+    "12557": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of ecosystems. Here are some ways in which these ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there\nSOLUTION: A tropical coral reef is a type of ecosystem. It has shallow, salty water, bright sunlight, and many different types of organisms.\nChoice 1 is a tropical coral reef ecosystem. It is covered with water and is home to many different types of organisms.\nChoice 2 is a wetland ecosystem. It is covered with water for most of the year. Wetlands also have soil that is rich in nutrients.\n The answer is B.",
+    "12577": "Assistant: LECTURE: A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.\nSOLUTION: The direction of the pull is toward the magnet.\nThe magnet pulls the paper clips upward so they do not fall. The direction of the pull is toward the magnet.\n The answer is B.",
+    "12587": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Illinois is farthest west.\n The answer is A.",
+    "12606": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nA change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water.\nSOLUTION: Water evaporating from a puddle is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.\n The answer is A.",
+    "12608": "Assistant: SOLUTION: Look at the table and images.\nLamar wants broccoli. Jackson wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is D.",
+    "12611": "Assistant: SOLUTION: The city is Los Angeles, California. Chicago, Denver, and San Francisco are marked with gray circles on the map below.\n The answer is A.",
+    "12613": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.\nSOLUTION: The text uses assonance, the repetition of a vowel sound in a series of nearby words.\nThe words late, ask, and tell share a vowel sound.\n The answer is A.",
+    "12627": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that allowing one deadline extension will lead to many more deadline extensions. However, this isn't necessarily true. This argument offers only one extreme and unlikely outcome. This illustrates a type of logical fallacy known as the slippery slope fallacy.\n The answer is B.",
+    "12629": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Tim must be fiscally irresponsible, because he works for a company that went bankrupt. However, even though his company is perceived as fiscally irresponsible, that doesn't necessarily mean that Tim is, too. This illustrates a type of logical fallacy known as guilt by association.\n The answer is B.",
+    "12641": "Assistant: LECTURE: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there\nSOLUTION: A tropical coral reef is a type of ecosystem. Tropical coral reefs have the following features: shallow, salty water, bright sunlight, and many different types of organisms. So, the Belize Barrier Reef has salty water. It also has many different types of organisms.\n The answer is A.",
+    "12645": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA colorful object has one or more bright colors. All three objects are colorful.\nA fragile object will break into pieces if you drop it. None of the objects are fragile.\nA sticky object can attach or stick to other things. The socks and the silk tie are not sticky.\nThe property that all three objects have in common is colorful.\n The answer is C.",
+    "12652": "Assistant: LECTURE: A force is a push or a pull that one object applies to a second object.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.\nSOLUTION: The older brother applies a force to the back of the car to move it forward. The direction of this force is away from the older brother. This force is a push.\n The answer is B.",
+    "12662": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of an eyedropper is 7 milliliters.\n7 liters is too much.\n The answer is A.",
+    "12664": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nSOLUTION: Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.\n The answer is B.",
+    "12670": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence makes a request, so it is an imperative sentence. Here, it ends with a period.\n The answer is B.",
+    "12672": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is simple. It is a single independent clause.\nRaymond took several incredible panoramic photographs of the sweeping view from the top of Table Mountain.\n The answer is B.",
+    "12673": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the west arrow is pointing. California is farthest west.\n The answer is B.",
+    "12675": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A gray heron's scientific name is Ardea cinerea. The first word of its scientific name is Ardea.\nThis organism and the gray heron are in the same genus and the same species! Both organisms have the same scientific name, Ardea cinerea.\nHyla cinerea and Ardea cinerea are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Hyla cinerea and Ardea cinerea have the same species name within their genus, cinerea. But the first words of their scientific names are different. Hyla cinerea is in the genus Hyla, and Ardea cinerea is in the genus Ardea.\nLissotriton helveticus is in the genus Lissotriton. The first word of its scientific name is Lissotriton. So, Lissotriton helveticus and Ardea cinerea are not in the same genus.\n The answer is B.",
+    "12677": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nDry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation.\nDry ice becoming a gas is a physical change. A change of state does not form a different type of matter.\nWater freezing into ice is a change of state. So, it is a physical change. The water changes from solid to liquid. But the ice is still made of the same type of matter as the liquid water.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nDry ice sublimating is caused by heating. But water freezing into ice is not.\nBoth are caused by cooling.\nWater freezing is caused by cooling. But dry ice sublimating is not.\n The answer is B.",
+    "12683": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is A.",
+    "12698": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.\nSOLUTION: The text uses apostrophe, a direct address to an absent person or a nonhuman entity.\nOh! Stars and clouds and winds, ye are all about to mock me; if ye really pity me, crush sensation and memory; let me become as naught is a direct address to the stars, clouds, and winds.\n The answer is A.",
+    "12706": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Trojan horse is Greek mythology.\nIn Greek mythology, the Greek army tricks the Trojan army into taking a large wooden horse into their carefully guarded city. The horse turns out to be filled with Greek warriors who, once inside the city of Troy, open the gates to the Greek army waiting outside.\nThe allusion Trojan horse means a deceptive or harmful offering.\n The answer is A.",
+    "12707": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Mason wants or needs:\nMason will give up some muffins. He could have made more cranberry muffins than blueberry muffins.\n The answer is B.",
+    "12712": "Assistant: LECTURE: To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.\nThe map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25\u00b0C up to -20\u00b0C. Areas that are the next darkest shade of blue have a temperature from -20\u00b0C up to -15\u00b0C.\nSOLUTION: Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.\n10\u00b0C.\n-22\u00b0C is within this range.\n-1\u00b0C and 2\u00b0C are outside of this range.\n The answer is A.",
+    "12714": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow!\nSOLUTION: The sentence asks something, and it ends with a question mark. It is an interrogative sentence.\n The answer is B.",
+    "12719": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses verbal irony, which involves saying one thing but implying something very different.\nNothing I love more shows verbal irony because Mr. Kelly is probably upset that there isn't anything to eat.\n The answer is B.",
+    "12722": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water.\nSOLUTION: Bees making honey from nectar is a chemical change. Bees have a special body part that changes the sugar in nectar into honey. They use the honey to make the bees' own honeycomb.\n The answer is A.",
+    "12723": "Assistant: LECTURE: A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers.\nSOLUTION: The restaurant is in column 3.\n The answer is B.",
+    "12724": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.\nAn avid reader, Caden attends weekly book club meetings, and he finishes several novels every month.\n The answer is C.",
+    "12733": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\nSOLUTION: Use the model to determine whether phosphine is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of phosphine is composed of one carbon atom, three hydrogen atoms, and one phosphorus atom bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that phosphine is composed of three chemical elements: carbon, hydrogen, and phosphorus. Since phosphine is composed of multiple chemical elements bonded together, phosphine is a compound.\n The answer is A.",
+    "12741": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nSOLUTION: The text uses a metaphor, comparing two things that are not actually alike without using like or as.\nThe metaphor the only light in the sea of darkness was the prospect of pursuing a new career suggests that there was a benefit to Trent's job loss. A light would be beneficial in helping someone escape a dark, difficult-to-navigate situation. Similarly, Trent's new career was beneficial in helping him escape the emotionally difficult experience of losing his job.\n The answer is A.",
+    "12753": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the following statement describes the Sonoran Desert ecosystem: a small amount of rain, dry, thin soil, and many different types of organisms. It has a small amount of rain. The following statements do not describe the Sonoran Desert: a small amount of rain, dry, thin soil, and many different types of organisms. It has warm, wet summers. It has only a few types of organisms.\n The answer is C.",
+    "12754": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "12756": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince accept is between the guide words after - another, it would be found on that page.\n The answer is B.",
+    "12758": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nSOLUTION: The text uses personification, giving human characteristics to nonhuman things.\nFiddling suggests that the plumber was busy at work.\n The answer is A.",
+    "12776": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.\nSOLUTION: A bowling ball is a solid. A solid has a size and shape of its own.\nA bowling ball is made of a solid called keratin, just like your fingernails!\n The answer is B.",
+    "12777": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram.\nSOLUTION: The better estimate for the mass of an elephant is 6,370 kilograms.\n6,370 grams is too light.\n The answer is B.",
+    "12785": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of the air on a hot day is 36\u00b0C.\n36\u00b0F is too cold.\n The answer is B.",
+    "12787": "Assistant: SOLUTION: Helena is the capital of Montana.\n The answer is D.",
+    "12793": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nSOLUTION: The text uses personification, giving human characteristics to nonhuman things.\nWater swallowed parts of the city suggests that the city was destroyed by water.\n The answer is A.",
+    "12799": "Assistant: SOLUTION: The colony is Rhode Island.\n The answer is D.",
+    "12809": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "12814": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of a kiddie pool is 1,080 liters.\n1,080 milliliters is too little.\n The answer is A.",
+    "12815": "Assistant: SOLUTION: Look at the table and images.\nSamir wants broccoli. Derek wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is D.",
+    "12821": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is A.",
+    "12824": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nBreaking a ceramic plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter.\nKnitting yarn into a scarf is a physical change. The yarn gets a different shape, but it is still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is A.",
+    "12827": "Assistant: SOLUTION: Boise is the capital of Idaho.\n The answer is D.",
+    "12839": "Assistant: SOLUTION: Montgomery is the capital of Alabama.\n The answer is D.",
+    "12841": "Assistant: LECTURE: The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.\n The answer is B.",
+    "12842": "Assistant: SOLUTION: The colony is Pennsylvania.\n The answer is B.",
+    "12845": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nLas Vegas is in the desert. On average, Las Vegas has almost 300 clear, sunny days each year!\nThe underlined part of the passage tells you about the usual pattern of cloud cover in Las Vegas. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is B.",
+    "12856": "Assistant: SOLUTION: Olympia is the capital of Washington.\n The answer is D.",
+    "12858": "Assistant: LECTURE: Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.\nSOLUTION: A green sea turtle is a reptile. Like other reptiles, a green sea turtle is a vertebrate. It has a backbone.\nA black howler is a mammal. Like other mammals, a black howler is a vertebrate. It has a backbone.\nAn earthworm is a worm. Like other worms, an earthworm is an invertebrate. It does not have a backbone. It has a soft body.\nA cardinalfish is a fish. Like other fish, a cardinalfish is a vertebrate. It has a backbone.\n The answer is D.",
+    "12861": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.\n The answer is B.",
+    "12869": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nWater evaporating from a puddle is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.\nMelting glass is a change of state. So, it is a physical change. The glass changes from solid to liquid. But a different type of matter is not formed.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is C.",
+    "12875": "Assistant: LECTURE: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms.\nSOLUTION: Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for hydrogen sulfide contains two symbols: H for hydrogen and S for sulfur. So, hydrogen sulfide is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, hydrogen sulfide is a compound, not an elementary substance. The chemical formula for cyclopropane contains three symbols: C for carbon, H for hydrogen, and F for fluorine. So, cyclopropane is made of three chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, cyclopropane is a compound, not an elementary substance. The chemical formula for silver contains one symbol: Ag. So, silver is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, silver is an elementary substance.\n The answer is C.",
+    "12878": "Assistant: LECTURE: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms.\nSOLUTION: You can tell whether argon is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for argon is Ar. This formula contains one symbol: Ar. So, the formula tells you that argon is made of one chemical element.\nSubstances made of only one chemical element are elementary substances. So, argon is an elementary substance.\n The answer is A.",
+    "12894": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms.\nSOLUTION: You can tell whether gallium arsenide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for gallium arsenide, GaAs, contains two atomic symbols: Ga for gallium and As for arsenic. So, the formula tells you that gallium arsenide is composed of two chemical elements bonded together.\nSince gallium arsenide is composed of multiple chemical elements bonded together, gallium arsenide is a compound.\n The answer is A.",
+    "12897": "Assistant: SOLUTION: Lansing is the capital of Michigan.\n The answer is D.",
+    "12905": "Assistant: SOLUTION: The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.\n The answer is B.",
+    "12909": "Assistant: SOLUTION: Columbus is the capital of Ohio.\n The answer is D.",
+    "12916": "Assistant: SOLUTION: Denver is the capital of Colorado.\n The answer is B.",
+    "12924": "Assistant:\n The answer is A.",
+    "12925": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.\nSOLUTION: The text uses assonance, the repetition of a vowel sound in a series of nearby words.\nThe words easily, identify, forces, and thus share a vowel sound.\n The answer is B.",
+    "12933": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses nauseous in its traditional sense: causing disgust or nausea.\nLeah couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past.\nThe second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nThe odor emanating from the landfill made Leah so nauseous that she had to roll up the car windows as she drove past.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard.\n The answer is A.",
+    "12936": "Assistant: LECTURE: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!\nSOLUTION: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nNative copper is a mineral.\nGypsum is a mineral.\nAn antler is not a pure substance. But all minerals are pure substances.\nSo, an antler is not a mineral.\n The answer is A.",
+    "12938": "Assistant: SOLUTION: Little Rock is the capital of Arkansas.\n The answer is D.",
+    "12940": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nSOLUTION: The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.\n The answer is C.",
+    "12961": "Assistant: SOLUTION: Look at the table and images.\nJenny wants broccoli. Zoe wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is D.",
+    "12965": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.\n The answer is B.",
+    "12966": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The second sentence is less formal. You can tell because it uses conversational language (real quick).\nThe first sentence uses formal language in place of the conversational language, so it is more formal overall.\n The answer is B.",
+    "12976": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion golden calf is the Bible.\nIn the Bible, a golden calf is an idol that the Israelites create and worship.\nThe allusion golden calf means an object of worship.\n The answer is B.",
+    "12979": "Assistant: SOLUTION: Bismarck is the capital of North Dakota.\n The answer is C.",
+    "12983": "Assistant: SOLUTION: This country is Saint Kitts and Nevis.\n The answer is A.",
+    "12984": "Assistant: SOLUTION: Pierre is the capital of South Dakota.\n The answer is A.",
+    "12992": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince human is between the guide words hate - here, it would be found on that page.\n The answer is B.",
+    "12995": "Assistant: SOLUTION: This state is Montana.\n The answer is A.",
+    "12999": "Assistant: LECTURE: A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping.\nSOLUTION: The first sentence states a fact.\nAll ants have six legs.\nIt can be proved by looking at a book about ants.\nThe second sentence states an opinion.\nRed ants are worse than black ants.\nWorse shows what a person believes, thinks, or feels. Another person might have a different opinion about which kind of ant is worse.\n The answer is A.",
+    "13005": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.\nSOLUTION: The best estimate for the volume of a bathtub is 75 gallons.\n75 fluid ounces and 75 cups are both too little.\n The answer is C.",
+    "13007": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nA banana getting ripe on the counter is a chemical change. As a banana ripens, the type of matter in it changes. The peel changes color and the inside becomes softer and sweeter.\nSaliva breaking down a piece of bread is a chemical change. Bread is made up mostly of a chemical called starch. Saliva breaks the bonds between atoms in the starch molecules.\nThe atoms then link together to form smaller, simpler molecules of sugar. The sugar is a different type of matter than the starch.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is D.",
+    "13009": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Atlantic Ocean.\n The answer is D.",
+    "13012": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is C.",
+    "13015": "Assistant: LECTURE: When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.\nSensory Category | Description\nSight | These are words like bright, clean, and purple. A reader can imagine looking at these details.\nSound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.\nTaste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.\nSmell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.\nTouch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.\nMany sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.\n\nSOLUTION: Look at the picture.\nThe word booming describes the sound this thunderstorm makes. You can tell by looking at the picture.\nPurring and squeaking can also describe sounds. But they do not describe the sounds this thunderstorm makes.\n The answer is B.",
+    "13016": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is South America.\n The answer is B.",
+    "13017": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Europe.\n The answer is A.",
+    "13021": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Meg wants or needs:\nMeg will give up the chance to be in the Theater Club. She would have had more fun in the Theater Club than in the Photography Club.\n The answer is A.",
+    "13043": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion spidey sense is a comic book.\nThe comic book superhero Spider-Man possesses a spidey sense that warns him of impending trouble.\nThe allusion spidey sense means a sense of danger coming.\n The answer is A.",
+    "13054": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.\nThe grizzly bear has an arrow pointing to it from the bilberry. The bilberry is a producer, so the grizzly bear is a primary consumer.\nThe rough-legged hawk has an arrow pointing to it from the parasitic jaeger. The parasitic jaeger is not a producer, so the rough-legged hawk is not a primary consumer.\nThe mushroom does not have any arrows pointing to it. So, the mushroom is not a primary consumer.\nThe Arctic fox has an arrow pointing to it from the bilberry. The bilberry is a producer, so the Arctic fox is a primary consumer.\n The answer is A.",
+    "13058": "Assistant: LECTURE: Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n\nSOLUTION: Diamond has all the properties of a mineral. So, diamond is a mineral.\n The answer is B.",
+    "13062": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: An American alligator is a reptile. It has scaly, waterproof skin.\nA clownfish is a fish. It lives underwater. It has fins, not limbs.\n The answer is A.",
+    "13063": "Assistant: LECTURE: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same\nSOLUTION: Think about how the distance between the submarine and the center of Earth changed.\nThe ocean floor is lower than the surface of the ocean. As the submarine dove toward the ocean floor, the distance between the submarine and the center of Earth decreased. So, the gravitational potential energy stored between the submarine and Earth decreased as the submarine dove toward the ocean floor.\n The answer is A.",
+    "13064": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "13066": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed.\nSOLUTION: Look at the distance each sailboat moved and the time it took to move that distance.\nOne sailboat moved 100 miles in 10 hours.\nThe other sailboat moved 50 miles in 10 hours.\nNotice that each sailboat spent the same amount of time moving. The sailboat that moved 100 miles moved a farther distance in that time. So, that sailboat must have moved at a higher speed.\n The answer is B.",
+    "13068": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nHospital is between the guide words helping - hunter.\n The answer is A.",
+    "13072": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.\n The answer is A.",
+    "13078": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.\nSOLUTION: Look at the picture of the evening grosbeak.\nThe evening grosbeak has a short, thick beak. Its beak is adapted to crack hard seeds. The evening grosbeak uses its short, thick beak to press down on a seed and crack open its hard shell.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe hawfinch has a short, thick beak. Its beak is adapted to crack hard seeds.\nThe common swift has a short, thin beak. Its beak is not adapted to crack hard seeds. The common swift uses its beak to eat insects and other small invertebrates.\n The answer is B.",
+    "13086": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: The cucumber plant's genotype for the fruit sheen gene is FF. The cucumber plant's genotype of FF has only F allelles. The F allele is for dull fruit. So, the cucumber plant's phenotype for the fruit sheen trait must be dull fruit.\nTo check this answer, consider whether the cucumber plant's alleles are dominant or recessive. The allele for dull fruit (F) is dominant over the allele for glossy fruit (f). This means F is a dominant allele, and f is a recessive allele.\nThe cucumber plant's genotype of FF has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the cucumber plant's phenotype for the fruit sheen trait must be dull fruit.\n The answer is A.",
+    "13087": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nRicher than the king is an exaggeration, since it is unlikely that someone is richer than a king.\n The answer is A.",
+    "13093": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA bouncy object will bounce back from the floor if you drop it. The rock and the log are not bouncy.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.\nA bumpy object is covered in lumps and bumps. The rock and the log are bumpy, but the shiny object is not.\nThe property that all three objects have in common is shiny.\n The answer is A.",
+    "13102": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "13110": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses verbal irony, which involves saying one thing but implying something very different.\nThe best day of my life ironically suggests that Mr. Bartlett was having a bad day. He was having the opposite of a good day because his car broke down when he needed to be on time.\n The answer is A.",
+    "13114": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "13122": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nSOLUTION: The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.\n The answer is B.",
+    "13125": "Assistant: LECTURE: Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy, carbon dioxide, and water to produce sugars and oxygen.\nPhotosynthetic organisms also often have the following characteristics:\nThey are producers, which are organisms that make their own food inside their cells. Because producers make their own food, they typically do not eat other organisms.\nTheir cells contain chloroplasts, which are cell structures where photosynthesis occurs.\nTheir chloroplasts often contain a green substance called chlorophyll. Chlorophyll captures light energy from the Sun to power photosynthesis.\nThey use the sugars they produce during photosynthesis as food. This food provides energy that helps the organisms live, grow, and reproduce.\nSOLUTION: This organism is photosynthetic:\nThe text tells you that poison oak has chloroplasts in its cells. This is evidence that the poison oak shrub is a photosynthetic organism.\nThis organism is not photosynthetic:\nThe text does not provide evidence that the poison dart frog is photosynthetic.\n The answer is A.",
+    "13128": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Reggie must not get a job, because he is living with his parents again. However, there may be a number of reasons why Reggie is living with his parents. This illustrates a type of logical fallacy known as a hasty generalization.\n The answer is B.",
+    "13133": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: Arrived at the beach is a run-on sentence. It has two sentences that are joined without end punctuation: Arrived at the beach and It started raining.\n The answer is A.",
+    "13145": "Assistant: LECTURE: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.\nOther animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body.\nSOLUTION: A Tasmanian devil is a mammal. Like other mammals, a Tasmanian devil has a backbone.\nLike other spiders, a wolf spider does not have a backbone. It has a hard outer cover.\n The answer is A.",
+    "13147": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed.\nSOLUTION: Look at the distance each bus moved and the time it took to move that distance.\nOne bus moved 825 kilometers in 10 hours.\nThe other bus moved 460 kilometers in 10 hours.\nNotice that each bus spent the same amount of time moving. The bus that moved 825 kilometers moved a farther distance in that time. So, that bus must have moved at a higher speed.\n The answer is A.",
+    "13162": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.\nSOLUTION: The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.\n The answer is B.",
+    "13164": "Assistant: SOLUTION: Look at the text in bold below. It tells you when a giant tortoise might sleep for weeks at a time.\nThe Gal\u00e1pagos Islands in the Pacific Ocean are home to the giant tortoise. These tortoises are massive, weighing nearly five hundred pounds. However, giant tortoises do not use much energy.\n The answer is A.",
+    "13166": "Assistant: SOLUTION: Salem is the capital of Oregon.\n The answer is C.",
+    "13180": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses a pun, a word or phrase that humorously suggests more than one meaning.\nHurdle refers to an obstacle that one must overcome. It also refers to an object that a runner jumps over.\n The answer is A.",
+    "13184": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nSOLUTION: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism big-boned suggests that Erik is overweight.\n The answer is A.",
+    "13197": "Assistant: SOLUTION: This country is the Dominican Republic.\nWhy does the Dominican Republic share its island with another country?\nThe Dominican Republic and Haiti share the island of Hispaniola. It is home to the earliest European settlements in the Americas. Christopher Columbus founded the first European settlement on the island in 1492 during his first voyage across the Atlantic.\nThough many people lived on the island before Columbus's arrival, European countries quickly began to colonize the island. Eventually France and Spain both established colonies. The Spanish colony eventually became the country of the Dominican Republic, and the French colony eventually became the country of Haiti. Today, people in the two countries speak different languages and have many cultural differences.\n The answer is D.",
+    "13199": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.\nSOLUTION: An American bullfrog is an amphibian. It has moist skin and begins its life in water.\nFrogs live near water or in damp places. Most frogs lay their eggs in water.\nA sea otter is a mammal. It has fur and feeds its young milk.\nSea otters have very thick fur. Their fur keeps them warm in cold water.\nA piranha is a fish. It lives underwater. It has fins, not limbs.\nPiranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal.\nAn olive toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\n The answer is A.",
+    "13202": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.\nSOLUTION: Look at the picture of the Allen's hummingbird.\nThe Allen's hummingbird has a long, thin beak. Its beak is adapted to get nectar out of long flowers. The Allen's hummingbird's long, thin beak can reach deep into the flowers.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe green violetear has a long, thin beak. Its beak is adapted to get nectar out of long flowers.\nThe secretary bird has a short, thin beak. Its beak is not adapted to get nectar out of long flowers. The secretary bird uses its beak to eat snakes.\n The answer is A.",
+    "13204": "Assistant: LECTURE: The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:\nAt a transform boundary, two plates are sliding past each other.\nAt a convergent boundary, two plates are moving toward each other.\nAt a divergent boundary, two plates are moving away from each other.\ndivergent plate boundary\nWhen plates at a divergent boundary move apart, cracks form in the crust along the boundary. Melted rock rises from below the crust to fill these cracks. As the melted rock cools and hardens, it becomes new oceanic crust.\nNewer oceanic crust weighs less than older oceanic crust. So, the crust on either side of the boundary rises up higher than the older crust that is farther from the boundary. This difference in elevation creates a mid-ocean ridge, or underwater mountain chain. Between the two plates, there may be a deep rift valley.\nSOLUTION: To figure out what type of plate boundary formed the Cascade Range, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.\nThe Cascade Range is a volcanic arc in the Pacific Northwest that begins in California and runs north into British Columbia. As the North American Plate and the Juan de Fuca Plate move toward each other, oceanic crust of the Juan de Fuca Plate subducts, or sinks, below continental crust of the North American Plate.\nThere are eighteen volcanoes in the Cascade Range, and some of them are still active. Mount St. Helens is an active volcano near Seattle, Washington. It last erupted in May of 1980.\nThe underlined part of the passage explains that the Cascade Range formed as the two plates moved away from each other, or diverged. So, the Cascade Range formed at a divergent boundary.\n The answer is A.",
+    "13210": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nGetting a haircut is a physical change. Your hair is shorter after a haircut. But it is still made of the same type of matter.\nSawing a log in half is a physical change. The log gets cut into two pieces. But the pieces are still made of the same type of matter as the original log.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is C.",
+    "13215": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nSOLUTION: Look at the picture of the vervet monkey.\nThe vervet monkey has long fingers and toes. It is adapted for climbing trees. The vervet monkey uses its long fingers and toes to hold on to branches while climbing.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bare-eared squirrel monkey has long fingers and toes. It is adapted for climbing trees.\nThe lama has four hoofed feet. It is not adapted for climbing trees. The lama uses its feet to walk and run.\n The answer is B.",
+    "13219": "Assistant: SOLUTION: Boise is the capital of Idaho.\n The answer is B.",
+    "13227": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion an albatross around her neck is a poem.\nIn Samuel Taylor Coleridge's poem \"The Rime of the Ancient Mariner,\" a sailor shoots and kills an albatross, an action that curses the ship and crew. As his crew members die, the Ancient Mariner feels his guilt hanging like the albatross around his neck.\nThe allusion an albatross around her neck means a burden a person must bear.\n The answer is A.",
+    "13230": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses a pun, a word or phrase that humorously suggests more than one meaning.\nImpossible to put down means that the book is so good that it is hard to stop reading. The phrase impossible to put down is also a joke about anti-gravity: if gravity pulls things down, perhaps anti-gravity does the opposite and makes them impossible to put down.\n The answer is B.",
+    "13236": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince class is between the guide words chief - corral, it would be found on that page.\n The answer is B.",
+    "13247": "Assistant: SOLUTION: Charleston is the capital of West Virginia.\n The answer is C.",
+    "13251": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A red-spotted newt is an amphibian. It has moist skin and begins its life in water.\nA human is a mammal. It has hair and feeds its young milk.\n The answer is A.",
+    "13252": "Assistant: LECTURE: A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.\nSOLUTION: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.\nMatthew makes toast for breakfast, or he eats a banana later at school.\n The answer is B.",
+    "13253": "Assistant: SOLUTION: This country is Grenada.\n The answer is A.",
+    "13258": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in future tense. You can tell because it uses will before the main verb, measure. The verb tells you about something that is going to happen.\n The answer is B.",
+    "13263": "Assistant: SOLUTION: Helena is the capital of Montana.\n The answer is C.",
+    "13268": "Assistant: SOLUTION: Arianna wanted broccoli in her lunch and Sidney was hoping for tomatoes. Look at the labeled part of the images.\nArianna has tomatoes. Sidney has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is B.",
+    "13271": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the Amazon rain forest has year-round rain. It also has many different types of organisms.\n The answer is B.",
+    "13280": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nWhile at the park today, Kyle noticed that the wind was coming from the southwest.\nThis passage tells you about the wind direction at the park today. It describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is B.",
+    "13285": "Assistant: LECTURE: Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have a hard outer cover on their body. Other invertebrates have a soft body.\nSOLUTION: A peacock butterfly is an insect. Like other insects, a peacock butterfly is an invertebrate. It does not have a backbone. It has a hard outer cover.\nA whiptail lizard is a reptile. Like other reptiles, a whiptail lizard is a vertebrate. It has a backbone.\nA locust is an insect. Like other insects, a locust is an invertebrate. It does not have a backbone. It has a hard outer cover.\nA white-spotted octopus is a mollusk. Like other mollusks, a white-spotted octopus is an invertebrate. It does not have a backbone. It has a soft body.\n The answer is C.",
+    "13293": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Charlie sat down on the rickety old chair, it abruptly collapsed beneath him.\n The answer is B.",
+    "13309": "Assistant: SOLUTION: Dustin wanted broccoli in his lunch and Irma was hoping for tomatoes. Look at the labeled part of the images.\nDustin has tomatoes. Irma has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is A.",
+    "13311": "Assistant: SOLUTION: Look at the map showing the triangular trade.\nThe map shows that this trade involved places in Europe, South America, Africa, Asia, and North America. The only places missing from the map are the Thirteen Colonies and China.\nThe Thirteen Colonies did not have a direct role in the triangular trade. Instead, they were the destination for most of the goods traded in this pattern.\nChina did not participate in the triangular trade.\n The answer is B.",
+    "13312": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince join is between the guide words jerk - junk, it would be found on that page.\n The answer is A.",
+    "13319": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A Canada lynx's scientific name is Lynx canadensis.\nLynx canadensis is in the same genus as Lynx rufus, but they are not in the same species.\nOrganisms in the same species have the same scientific names. Lynx canadensis and Lynx rufus are different species within the same genus.\nMacropus agilis does not have the same scientific name as a Canada lynx. So, Lynx canadensis and Macropus agilis are not in the same species.\nLynx canadensis has the same scientific name as a Canada lynx. So, these organisms are in the same species.\n The answer is C.",
+    "13344": "Assistant:\n The answer is B.",
+    "13348": "Assistant: SOLUTION: The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.\n The answer is A.",
+    "13354": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses terribly in its traditional sense: in a terrible manner.\nHeather was terribly late to work this morning because her car broke down on the freeway.\nThe second text uses terribly in its nontraditional sense: extremely; very.\nHeather's car was running terribly before she took it to the mechanic for a tune-up.\nMost style guides recommend to use the traditional sense of the word terribly because it is considered more standard.\n The answer is A.",
+    "13356": "Assistant: SOLUTION: Look at the table and images.\nElise wants broccoli. Nolan wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is B.",
+    "13388": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses unique in its traditional sense: being the only one of its kind.\nWarren custom ordered his unique coffee table from a master craftsman in Oak Grove.\nThe second text uses unique in its nontraditional sense: interesting or unusual. Warren's coffee table is an interesting style, but it was made in a factory and is probably not actually one of a kind.\nWarren bought his unique coffee table from a factory outlet store in Oak Grove.\nMost style guides recommend to use the traditional sense of the word unique because it is considered more standard.\n The answer is A.",
+    "13392": "Assistant: LECTURE: Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.\n The answer is B.",
+    "13393": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Humans do not choose their natural hair color. Instead, children get their natural hair color from their parents. So, Anna's hair color is an inherited trait.\n The answer is B.",
+    "13394": "Assistant: SOLUTION: Nina wanted broccoli in her lunch and Ivan was hoping for tomatoes. Look at the labeled part of the images.\nNina has tomatoes. Ivan has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is C.",
+    "13397": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of a warm loaf of bread is 65\u00b0C.\n65\u00b0F is too cold.\n The answer is B.",
+    "13408": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that California avocados are the best because they're grown in California. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning.\n The answer is C.",
+    "13413": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nSOLUTION: Look at the object.\nThink about each property.\nA colorful object has one or more bright colors. The flutes are colorful.\nA sticky object can attach or stick to other things. The flutes are not sticky.\n The answer is A.",
+    "13420": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms.\nSOLUTION: You can tell whether lithium bromide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for lithium bromide, LiBr, contains two atomic symbols: Li for lithium and Br for bromine. So, the formula tells you that lithium bromide is composed of two chemical elements bonded together.\nSince lithium bromide is composed of multiple chemical elements bonded together, lithium bromide is a compound.\n The answer is A.",
+    "13424": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.\nSOLUTION: Coffee is a liquid. A liquid takes the shape of any container it is in. If you pour coffee into a different container, the coffee will take the shape of that container. But the coffee will still take up the same amount of space.\nAn eraser is a solid. A solid has a size and shape of its own. An eraser is made of a solid called keratin, just like your fingernails!\nThe air inside a tire is a gas. A gas expands to fill a space. The air in a tire expands to fill all the space inside the tire. If air leaks out, it will expand into the space around the tire.\nThe air inside a bubble is a gas. A gas expands to fill a space. The air inside a bubble fills all the space in the bubble. If the bubble pops, the air will expand to fill a much larger space.\n The answer is B.",
+    "13434": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "13437": "Assistant: LECTURE: Poets often use the sounds of words to create interesting effects and to express moods and emotions. Understanding these elements of poetry can help you better interpret and appreciate poetic forms.\nAnaphora is the repetition of words or sequences of words at the beginning of multiple phrases, sentences, or lines.\nOut of the cradle endlessly rocking,\nOut of the mocking-bird's throat, the musical shuttle,\nOut of the Ninth-month midnight\n\u2014From Walt Whitman, \"Out of the Cradle Endlessly Rocking\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nAssonance is the repetition of vowel sounds. Often, assonance can create rhymes or near-rhymes within lines.\nI wandered lonely as a Cloud\nThat floats on high o'er Vales and Hills,\nWhen all at once I saw a crowd,\nA host of golden Daffodils.\n\u2014From William Wordsworth, \"I Wandered Lonely as a Cloud\"\nMeter is a poem's rhythm, or the pattern of strong and weak syllables. Strong syllables are stressed, while weak syllables are unstressed.\nA poem has an iambic meter when the beat sounds like da-DUM. A weak syllable is followed by a strong syllable. Occasionally, a line may begin with a strong syllable.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nA poem has a trochaic meter when the beat sounds like DUM-da. A strong syllable is followed by a weak syllable. Occasionally, a line may end in a strong syllable.\nBack into the chamber turning, all my soul within me burning,\nSoon again I heard a tapping somewhat louder than before.\n\u2014From Edgar Allen Poe, \"The Raven\"\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Old Bridge\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.\nSOLUTION: This poem uses onomatopoeia. It uses language that sounds like what it talks about.\nI heard a Fly buzz\u2014when I died\u2014\nThe Stillness in the Room\nWas like the Stillness in the Air\u2014\nBetween the Heaves of Storm\u2014\n The answer is A.",
+    "13441": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.\nSOLUTION: The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.\nChurchill repeats the words victory and however at the beginning of each sentence.\n The answer is A.",
+    "13443": "Assistant: SOLUTION: Olympia is the capital of Washington.\n The answer is C.",
+    "13446": "Assistant: SOLUTION: The colony is Maryland.\n The answer is C.",
+    "13456": "Assistant: LECTURE: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there\nSOLUTION: A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Tongue Point Marine Life Sanctuary have daily flooding and draining of seawater. They also have many different types of organisms.\n The answer is A.",
+    "13457": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "13458": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince sacred is not between the guide words shoe - source, it would not be found on that page.\n The answer is B.",
+    "13459": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n\nSOLUTION: To determine if this statement is true, calculate the value of ten times the volume of Mercury.\nThen compare the result to the volume of Earth. The volume of Earth is 1.08 x 10^12 km^3, which is greater than 6.08 x 10^11 km^3. So, the volume of Earth is more than ten times the volume of Mercury.\n The answer is A.",
+    "13461": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Asia.\n The answer is C.",
+    "13463": "Assistant: LECTURE: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group.\nSOLUTION: To decide if an animal is part of a group, look at the traits of the group.\nPlacental mammals have the following traits:\nThey give birth to live offspring.\nThey have fur or hair.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA North American beaver has the following traits:\nIt gives birth to live offspring.\nIt has fur.\nA North American beaver has the traits of a placental mammal. A North American beaver is a placental mammal.\nA dwarf crocodile has the following traits:\nIt gives birth to live offspring.\nIt has scaly, waterproof skin.\nA dwarf crocodile does not have all of the traits of a placental mammal. A dwarf crocodile is a reptile.\n The answer is B.",
+    "13469": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Darnel wants or needs:\nDarnel will spend more money. Plane tickets for Darnel to get to Connecticut are more expensive than tickets to Virginia.\n The answer is B.",
+    "13471": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Humans do not choose their skin color. Babies get their skin color from their parents. So, Devon's skin color is an inherited trait.\n The answer is B.",
+    "13475": "Assistant:\n The answer is A.",
+    "13476": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude.\n The answer is A.",
+    "13480": "Assistant: LECTURE: A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nSOLUTION: The temperature of each bottle increased, which means that the thermal energy of each bottle increased. So, thermal energy was transferred from the surroundings to each bottle.\n The answer is A.",
+    "13484": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A painted stork is a bird. It has feathers, two wings, and a beak.\nStorks wade in shallow water to look for food. Storks eat fish, insects, worms, and other small animals.\nA human is a mammal. It has hair and feeds its young milk.\nHumans are a type of animal called a primate. Monkeys and apes are also primates.\n The answer is A.",
+    "13488": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. Sugar has two alleles for a normal-sized body (B). So, Sugar's genotype for the body size gene is BB.\n The answer is A.",
+    "13489": "Assistant: SOLUTION: Columbus is the capital of Ohio.\n The answer is B.",
+    "13491": "Assistant: LECTURE: Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other.\n The answer is A.",
+    "13497": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is A.",
+    "13500": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nSOLUTION: Look at the object.\nThink about each property.\nPotato chips have a salty taste. The cracker is not salty.\nA bendable object can be bent without breaking. The cracker is bendable.\n The answer is B.",
+    "13503": "Assistant: SOLUTION: Montpelier is the capital of Vermont.\n The answer is A.",
+    "13507": "Assistant: SOLUTION: This country is Australia.\nIs Australia a country or a continent?\nBoth! Australia is a country in Oceania, a region made up of many lands and islands in the Pacific Ocean. Many people say that Australia is the world's smallest continent. But some people call Oceania a continent instead.\n The answer is B.",
+    "13510": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.\nSOLUTION: The better estimate for how long it takes to sing the ABC song is 23 seconds.\n23 minutes is too slow.\n The answer is A.",
+    "13525": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nA change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water.\nSOLUTION: Water freezing into ice is a change of state. So, it is a physical change. The water changes from solid to liquid. But the ice is still made of the same type of matter as the liquid water.\n The answer is B.",
+    "13528": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Pablo sat down on the rickety old chair, it abruptly collapsed beneath him.\n The answer is B.",
+    "13539": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A book should be in italics.\nThe correct title is **Apple or Orange**.\n The answer is A.",
+    "13544": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.\nSOLUTION: Look at the picture of the bull shark.\nThe bull shark has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat. The bull shark uses its teeth to cut up meat into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe barracuda has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat.\nThe copperband butterflyfish has a small, narrow mouth. Its mouth is not adapted for tearing through meat.\n The answer is B.",
+    "13547": "Assistant: LECTURE: Many maps of Earth use color to show different areas.\nGreen and brown show land that is not covered by water.\nBlue shows liquid water in oceans, rivers, lakes, and other bodies of water.\nWhite shows frozen water. These parts of Earth's surface are covered by ice.\nSOLUTION: Use the legend to decide which part of the map is shown below.\nThe legend tells you that water in oceans is shown in blue. This map shows that the water in oceans covers most of the map. So, this is on the map.\n The answer is B.",
+    "13551": "Assistant: LECTURE: Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the ip sound.\nThe words lake and make rhyme. They both end with the ake sound.\nThe words tip and lake don't rhyme. They end with different sounds.\nSOLUTION: The words rut and shut rhyme. They both end with the ut sound.\nThe word mat does not rhyme. It ends with a different sound.\n The answer is A.",
+    "13552": "Assistant: LECTURE: Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other.\n The answer is B.",
+    "13571": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the kelp.\nThe only arrow pointing to the bat star starts from the kelp bass. The only arrow pointing to the kelp bass starts from the zooplankton. The only arrow pointing to the zooplankton starts from the phytoplankton. No arrow points to the phytoplankton. So, in this food web, matter does not move from the kelp to the bat star.\nThe only arrow pointing to the zooplankton starts from the phytoplankton. No arrow points to the phytoplankton. So, in this food web, matter does not move from the kelp to the zooplankton.There is one path matter can take from the kelp to the phytoplankton: kelp->zooplankton->phytpankton. There is one path matter can take from the kelp to the plainfin midshipman: kelp->zooplankton->plainfin midshipman.\n The answer is B.",
+    "13574": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.\n The answer is A.",
+    "13592": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A barn owl is a bird. It has feathers, two wings, and a beak.\nBarn owls live on every continent except Antarctica.\nA clownfish is a fish. It lives underwater. It has fins, not limbs.\nClownfish live with animals called anemones. In the image of the clownfish, you can see the brown anemone surrounding the clownfish.\n The answer is B.",
+    "13599": "Assistant: LECTURE: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.\nSOLUTION: When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down.\n The answer is B.",
+    "13603": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "13605": "Assistant: SOLUTION: This country is The Bahamas.\n The answer is A.",
+    "13614": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.\n The answer is C.",
+    "13621": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The first sentence is less formal. You can tell because it uses abbreviated language (FYI).\nThe second sentence does not use abbreviated language, so it is more formal.\n The answer is A.",
+    "13640": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Humans do not choose their skin color. Babies get their skin color from their parents. So, Josh's skin color is an inherited trait.\n The answer is B.",
+    "13643": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nSOLUTION: Look at the object.\nThink about each property.\nA scratchy object is rough and itchy against your skin. The yarn pom pom is scratchy.\nBlue is a color.\nThis color is blue. The yarn pom pom is not blue.\n The answer is B.",
+    "13644": "Assistant: SOLUTION: Look at the map.\nThe map shows that England claimed most of the Atlantic coast of North America. The colonies are shaded by region, and the region that would later become the United States is mostly filled with the color of England.\n The answer is A.",
+    "13652": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: An agile wallaby's scientific name is Macropus agilis. The first word of its scientific name is Macropus.\nLacerta agilis and Macropus agilis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Lacerta agilis and Macropus agilis have the same species name within their genus, agilis. But the first words of their scientific names are different. Lacerta agilis is in the genus Lacerta, and Macropus agilis is in the genus Macropus.\nIctinia mississippiensis is in the genus Ictinia. The first word of its scientific name is Ictinia. So, Ictinia mississippiensis and Macropus agilis are not in the same genus.\nThis organism and the agile wallaby are in the same genus and the same species! Both organisms have the same scientific name, Macropus agilis.\n The answer is B.",
+    "13666": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nNot exactly a team player is an indirect way of saying that someone doesn't work well with others.\n The answer is A.",
+    "13667": "Assistant: SOLUTION: Look at the table and images.\nKyle wants broccoli. Tony wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is D.",
+    "13678": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses peruse in its traditional sense: to examine in detail.\nBrad perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.\nThe second text uses peruse in its nontraditional sense: to look through in a casual manner.\nBrad perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly.\nMost style guides recommend to use the traditional sense of the word peruse because it is considered more standard.\n The answer is A.",
+    "13687": "Assistant: SOLUTION: Sacramento is the capital of California.\n The answer is A.",
+    "13688": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "13695": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.\nSOLUTION: Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.\n The answer is B.",
+    "13696": "Assistant: LECTURE: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it.\nSOLUTION: Hard is a property. A hard material keeps its shape when you press on it with your finger.\nLook at each picture, one at a time. Imagine pushing on the material shown in each picture.\nOf the choices, the glass bottle is harder. If you squeeze a glass bottle, it will not change shape.\n The answer is A.",
+    "13704": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "13715": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.\nSOLUTION: A gray tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.\nA black howler is a mammal. It has hair and feeds its young milk.\nHowler monkeys have loud calls, or howls. Their calls can be heard over three miles away!\nA zebra is a mammal. It has hair and feeds its young milk.\nZebras eat mostly grass. But they sometimes eat other types of plants, such as shrubs or tree bark.\nA barn owl is a bird. It has feathers, two wings, and a beak.\nBarn owls live on every continent except Antarctica.\n The answer is D.",
+    "13726": "Assistant:\n The answer is A.",
+    "13732": "Assistant: SOLUTION: Richmond is the capital of Virginia.\n The answer is C.",
+    "13736": "Assistant: LECTURE: In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.\nSOLUTION: Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 5 solute particles on the left side of the membrane and 3 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There was 1 more solute particle on the right side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.\n The answer is B.",
+    "13738": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is B.",
+    "13741": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.\n The answer is A.",
+    "13744": "Assistant: LECTURE: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group.\nSOLUTION: To decide if an animal is part of a group, look at the traits of the group.\nCartilaginous fish have the following traits:\nThey have fins, not limbs.\nThey live underwater.\nThey have a skeleton made of cartilage.\nThey make eggs with no shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA snowy owl has the following traits:\nIt has feathers on its feet.\nIt has wings.\nA snowy owl does not have all of the traits of a cartilaginous fish. A snowy owl is a bird.\nA tiger shark has the following traits:\nIt has fins, not limbs.\nIt lives underwater.\nIt has a skeleton made of cartilage.\nIt makes eggs with no shells.\nA tiger shark has the traits of a cartilaginous fish. A tiger shark is a cartilaginous fish.\n The answer is A.",
+    "13745": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is A.",
+    "13746": "Assistant: SOLUTION: Boise is the capital of Idaho.\n The answer is D.",
+    "13752": "Assistant: SOLUTION: Raleigh is the capital of North Carolina.\n The answer is C.",
+    "13754": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is South America.\n The answer is C.",
+    "13756": "Assistant: LECTURE: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object.\nSOLUTION: To determine if there is a net force on the cat, look at the forces:\nEarth's gravity is pulling the cat down with a force of 40 N.\nThe bottom of the box is pushing the cat up with a force of 40 N.\nThe forces are in opposite directions, and the forces have the same magnitude: 40 N. This means that the forces are balanced, so there is no net force on the cat.\n The answer is B.",
+    "13758": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow!\nSOLUTION: The sentence tells about something, and it ends with a period. It is a declarative sentence.\n The answer is B.",
+    "13765": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Romeo is literature.\nIn William Shakespeare's Romeo and Juliet, Romeo is known for the eloquent declaration of love with which he woos Juliet.\nThe allusion Romeo means a man who is very romantic.\n The answer is A.",
+    "13767": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun her could refer to Jane's or Bella's.\nThe second answer choice shows a possible correction for the vague pronoun reference. Her has been replaced with Bella's.\nJane roomed with Bella last year, but Bella's messiness became a point of contention.\n The answer is A.",
+    "13777": "Assistant: LECTURE: A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.\nSOLUTION: Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is younger:\nThe palm leaf fossil is in a shallower layer in the rock sequence than the fern fossil. So, the palm leaf fossil is most likely younger than the fern fossil.\n The answer is B.",
+    "13781": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Massachusetts is farthest south.\n The answer is B.",
+    "13784": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The second sentence is less formal. You can tell because it uses a contraction (occurs).\nThe first sentence does not use a contraction, so it is more formal.\n The answer is B.",
+    "13795": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion by the skin of his teeth is the Bible.\nIn the Bible, Job complains to God about his hardships, saying that both strangers and those he loves have turned against him. He says, \"My bone cleaveth to my skin and to my flesh, and I am escaped with the skin of my teeth.\" Scholars have long debated the exact meaning of the phrase, but many claim that Job is saying that he narrowly escaped death.\nThe allusion by the skin of his teeth means just barely.\n The answer is A.",
+    "13807": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait.\n The answer is A.",
+    "13811": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nA boy floated down the Obed River on a raft. It had rained the day before, so the river was flowing fast.\nThe underlined part of the passage tells you about the flow of the Obed River the day before. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is B.",
+    "13814": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is C.",
+    "13815": "Assistant: LECTURE: An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.\nSOLUTION: Cyprinus carpio is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nCyprinus carpio is the organism's scientific name. So, you know that common carp is the common name.\n The answer is B.",
+    "13818": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nSOLUTION: The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction while.\nKevin prepared a receipt for the customer while Zack packaged her items for her.\n The answer is B.",
+    "13834": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.\nSOLUTION: Fruit punch is a liquid. A liquid takes the shape of any container it is in.\nIf you pour fruit punch into a cup, the punch will take the shape of the cup. But the punch will still take up the same amount of space.\n The answer is B.",
+    "13837": "Assistant: SOLUTION: The city is Chicago, Illinois. Cleveland, Omaha, and St. Louis are marked with gray circles on the map below.\n The answer is B.",
+    "13845": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "13856": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nSOLUTION: All three marbles have the same mass but different temperatures. Since the 14\u00b0F marble is the coldest, it has the least thermal energy.\n The answer is C.",
+    "13858": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA smooth object is not scratchy or rough. The stuffed dice are not smooth.\nYou can see clearly through a transparent object. The tennis ball is not transparent.\nA soft object changes shape when pressed or squeezed. All four objects are soft.\nThe property that all four objects have in common is soft.\n The answer is A.",
+    "13868": "Assistant: SOLUTION: Oklahoma City is the capital of Oklahoma.\n The answer is D.",
+    "13869": "Assistant: SOLUTION: This country is the Federated States of Micronesia.\n The answer is C.",
+    "13872": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nSOLUTION: The two bricks have the same mass but different temperatures. Since the 260\u00b0F brick is hotter than the 235\u00b0F brick, it has more thermal energy.\n The answer is A.",
+    "13878": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.\nSOLUTION: A mandarinfish is a fish. It lives underwater. It has fins, not limbs.\nMandarinfish often live near coral reefs. They eat small worms, snails, and fish eggs.\nA bald eagle is a bird. It has feathers, two wings, and a beak.\nBald eagles live in trees near water. They build nests that can be up to 13 feet wide!\nA koala is a mammal. It has fur and feeds its young milk.\nKoalas sleep for up to 20 hours a day!\nA helmeted iguana is a reptile. It has scaly, waterproof skin.\nIguanas are a type of lizard. Iguanas eat plants and fruit.\n The answer is A.",
+    "13879": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince idea is between the guide words imagine - irrigation, it would be found on that page.\n The answer is B.",
+    "13886": "Assistant: LECTURE: The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.\nAppeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\ninclude an endorsement from a respected organization, such as the American Dental Association\nfeature a testimonial from a \"real person\" who shares the audience's values\nuse an admired celebrity or athlete as a spokesperson\nAppeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\ncite results of clinical trials or independently conducted studies\nexplain the science behind a product or service\nemphasize that the product is a financially wise choice\nanticipate and refute potential counterclaims\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury\nSOLUTION: The ad appeals to logos, or reason, by citing data that proves the product's effectiveness.\n The answer is B.",
+    "13887": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince buck is not between the guide words being - blind, it would not be found on that page.\n The answer is A.",
+    "13896": "Assistant: LECTURE: A graph can be used to show the relationship between two variables. In a graph, one variable is plotted against the other variable.\nSOLUTION: To start, look at the table and find the column that shows the temperature of each battery. Then, look at the column that shows the amount of time it took for each battery to cool. Use these numbers to plot each battery's temperature over time.\nThe plot below shows the temperature of each battery over time. The legend shows the temperature that each battery reached after the amount of time shown in the table.\n The answer is A.",
+    "13907": "Assistant: LECTURE: All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.\nScientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element.\nSOLUTION: Count the number of chemical elements represented in the model. Then, decide if hydrogen peroxide is an elementary substance or a compound.\nIn this model, each ball is labeled with H for hydrogen or O for oxygen. So, the model shows you that hydrogen peroxide is made of two chemical elements bonded together.\nSubstances made of two or more chemical elements bonded together are compounds. So, hydrogen peroxide is a compound.\n The answer is A.",
+    "13911": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: The child chews her food carefully is a complete sentence. The subject is the child, and the verb is chews.\n The answer is A.",
+    "13914": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA sticky object can attach or stick to other things. All three objects are sticky.\nYellow is a color.\nThis color is yellow. None of the objects are yellow.\nA bouncy object will bounce back from the floor if you drop it. The popcorn and the log are not bouncy.\nThe property that all three objects have in common is sticky.\n The answer is C.",
+    "13932": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nSOLUTION: The two cups of black tea have the same mass but different temperatures. Since the 115\u00b0F cup of black tea is colder than the 120\u00b0F cup of black tea, it has less thermal energy.\n The answer is B.",
+    "13945": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nSOLUTION: To determine if this statement is true, calculate the value of three times the volume of Mercury.\nThen compare the result to the volume of Mars. The volume of Mars is 160 billion km^3, which is less than 180 billion km^3. So, the volume of Mars is less than three times as large as Mercury's.\n The answer is A.",
+    "13947": "Assistant: SOLUTION: Springfield is the capital of Illinois.\n The answer is A.",
+    "13949": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.\n The answer is B.",
+    "13950": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of a city bus is 10 tons.\n10 ounces and 10 pounds are both too light.\n The answer is B.",
+    "13952": "Assistant: LECTURE: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same\nSOLUTION: Think about how the distance between Edgar and the center of Earth changed.\nThe summit of the mountain was higher than the point where Edgar started hiking. As he hiked toward the summit, the distance between Edgar and the center of Earth increased. So, the gravitational potential energy stored between Edgar and Earth increased as he hiked toward the summit.\n The answer is B.",
+    "13953": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.\n The answer is E.",
+    "13960": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.\n The answer is B.",
+    "13961": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in present tense. You can tell because it uses a present-tense verb, manages. The verb ends in -s and tells you about something that is true or happening now.\n The answer is A.",
+    "13962": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "13968": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: An island culture different from our own is a sentence fragment. It is missing a subject.\n The answer is B.",
+    "13970": "Assistant: SOLUTION: Salt Lake City is the capital of Utah.\n The answer is D.",
+    "13971": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The second text uses factoid in its traditional sense: something made up presented as a true fact.\nThe Somerville Daily Mail was forced to issue a retraction after printing a factoid about Somerville's founder. It turned out that the reporter had written the article based on local legend rather than researching the actual history.\nThe first text uses factoid in its nontraditional sense: a trivial but true fact.\nA reporter for the Somerville Daily Mail dug up an amusing factoid about Somerville's founder while researching for an article about the town's early years.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard.\n The answer is B.",
+    "13972": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in past tense. You can tell because it uses a past-tense verb, slammed. The verb ends in -ed and tells you about something that has already happened.\n The answer is B.",
+    "13976": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A song should be in quotation marks.\nThe correct title is \"Ten Little Monkeys Jumping on a Bed.\"\n The answer is B.",
+    "13977": "Assistant: SOLUTION: Des Moines is the capital of Iowa.\n The answer is D.",
+    "13978": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: You need to determine Minnie's phenotype for the fur texture trait. First, consider the alleles in Minnie's genotype for the fur texture gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for wavy fur (f) is recessive to the allele for straight fur (F). This means F is a dominant allele, and f is a recessive allele.\nMinnie's genotype of Ff has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Minnie's phenotype for the fur texture trait must be straight fur.\n The answer is B.",
+    "13985": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nSOLUTION: The two mugs of cocoa have the same mass but different temperatures. Since the 30\u00b0C mug of cocoa is colder than the 65\u00b0C mug of cocoa, it has less thermal energy.\n The answer is A.",
+    "13988": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is B.",
+    "13993": "Assistant: SOLUTION: The four Middle Colonies are dark blue on the map:\nDuring colonial times, Delaware was usually called the Three Lower Counties on the Delaware, or the Lower Counties for short.\nNew York claimed part of the land that would later become the state of Vermont. But New Hampshire, a New England colony, also claimed this area.\n The answer is C.",
+    "13995": "Assistant: LECTURE: Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.\nSOLUTION: To describe the average precipitation trends in Atlanta, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Mar\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"Precipitation does not change much from month to month in Atlanta.\" is incorrect.\nThe average monthly precipitation changes only slightly throughout the year.\nChoice \"February is wetter than March.\" is incorrect.\nWetter months have a higher average precipitation than drier months. February has a slightly lower average monthly precipitation than March. So, February is not wetter than March.\nChoice \"October has the highest average precipitation.\" is incorrect.\nMost other months have a slightly higher average precipitation than October.\n The answer is C.",
+    "13998": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses verbal irony, which involves saying one thing but implying something very different.\nAn energetic puppy shows verbal irony because an old, exhausted dog is far from an energetic puppy.\n The answer is B.",
+    "13999": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince wrath is not between the guide words weary - wiggle, it would not be found on that page.\n The answer is B.",
+    "14005": "Assistant: LECTURE: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw.\nSOLUTION: The first sentence states a fact.\nThe archaeological site of Troy is one of thirteen UNESCO World Heritage sites in Turkey.\nIt can be proved by looking at a list of UNESCO World Heritage sites in Turkey.\nThe second sentence states an opinion.\nThe archaeological site of Troy is Turkey's best UNESCO World Heritage site to visit.\nBest shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a site better or worse.\n The answer is A.",
+    "14029": "Assistant: SOLUTION: Charleston is the capital of West Virginia.\n The answer is A.",
+    "14039": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.\nSOLUTION: The text uses antithesis, the contrasting of opposing ideas within a parallel grammatical structure.\nJohnson contrasts two parallel phrases, the natural flights of the human mind and from hope to hope.\n The answer is B.",
+    "14040": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nVancouver Island is in on the west coast of Canada. Much of the island received heavy rain on November 28 last year.\nThe underlined part of the passage tells you about the rain that fell on Vancouver Island on a specific day last year. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is B.",
+    "14041": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nSOLUTION: The second sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction but.\nBabe Ruth hit 714 home runs during his baseball career but struck out 1,330 times.\n The answer is B.",
+    "14048": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nSOLUTION: Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.\n The answer is C.",
+    "14054": "Assistant: LECTURE: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving.\nSOLUTION: Complete the sentence with the phrase lounged in. It describes the cars as if they were people who are relaxed.\n The answer is A.",
+    "14060": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Human hair can be naturally straight or naturally curly. Straight and curly are examples of hair texture.\nSome people use tools to change how their hair looks. But this doesn't affect the natural texture of their hair. So, having naturally straight hair is an inherited trait.\n The answer is A.",
+    "14064": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Beth wants or needs:\nBeth will give up the chance to go on the screaming swing. She would have had more fun on that ride.\n The answer is B.",
+    "14072": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nSOLUTION: The table tells you that of the eight planets, two are made mainly of gas and two are made mainly of ice. So, four of the eight, or half, of the planets are made mainly of gas or ice.\n The answer is B.",
+    "14073": "Assistant: LECTURE: Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.\nSOLUTION: A yellow jacket is an insect. Like other insects, a yellow jacket is an invertebrate. It does not have a backbone. It has an exoskeleton.\nLike other spiders, a black orb weaver spider is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA harvest mouse is a mammal. Like other mammals, a harvest mouse is a vertebrate. It has a backbone.\nA dung beetle is an insect. Like other insects, a dung beetle is an invertebrate. It does not have a backbone. It has an exoskeleton.\n The answer is C.",
+    "14086": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.\n The answer is B.",
+    "14087": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "14094": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in present tense. You can tell because it uses a present-tense verb, melts. The verb ends in -s and tells you about something that is true or happening now.\n The answer is C.",
+    "14096": "Assistant: SOLUTION: Rob wanted broccoli in his lunch and Carrie was hoping for tomatoes. Look at the labeled part of the images.\nRob has tomatoes. Carrie has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is A.",
+    "14098": "Assistant: LECTURE: Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.\nScientists use both ball-and-stick models and chemical formulas to represent molecules.\nA ball-and-stick model of a molecule is shown below.\nThe balls represent atoms. The sticks represent the chemical bonds between the atoms.\nNotice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.\nEvery chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.\nThe molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.\nThe chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.\nIn chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.\nThe symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance.\nSOLUTION: P is the symbol for phosphorus. Cl is the symbol for chlorine. This ball-and-stick model shows a molecule with one phosphorus atom and three chlorine atoms.\nThe chemical formula will contain the symbols P and Cl. There is one phosphorus atom, so P will not have a subscript. There are three chlorine atoms, so Cl will have a subscript of 3.\nThe correct formula is PCl5.\nThe diagram below shows how each part of the chemical formula matches with each part of the model above.\n The answer is B.",
+    "14103": "Assistant: LECTURE: Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader.\nSOLUTION: On that winter morning, Luna's hands were as cold as ice.\nThe words hands and ice are compared using the word as. So, the sentence uses a simile.\n The answer is B.",
+    "14106": "Assistant: LECTURE: To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.\nThe map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25\u00b0C up to -20\u00b0C. Areas that are the next darkest shade of blue have a temperature from -20\u00b0C up to -15\u00b0C.\nSOLUTION: Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.\nThe legend tells you that this air mass contained air with temperatures between 25\u00b0C and 35\u00b0C.\n10\u00b0C is within this range.\n14\u00b0C and 30\u00b0C are outside of this range.\n The answer is C.",
+    "14108": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince identify is between the guide words image - indicate, it would be found on that page.\n The answer is A.",
+    "14112": "Assistant: SOLUTION: Juneau is the capital of Alaska.\n The answer is A.",
+    "14117": "Assistant: SOLUTION: Pierre is the capital of South Dakota.\n The answer is C.",
+    "14124": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.\nSusan is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years.\n The answer is D.",
+    "14125": "Assistant: SOLUTION: Boise is the capital of Idaho.\n The answer is C.",
+    "14132": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.\nSOLUTION: The air inside a bubble is a gas. A gas expands to fill a space.\nThe air inside a bubble fills all the space in the bubble. If the bubble pops, the air will expand to fill a much larger space.\n The answer is B.",
+    "14136": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A California toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA Hermann's tortoise is a reptile. It has scaly, waterproof skin.\nA tortoise's shell protects it from predators. When a tortoise feels threatened, it can pull its head and legs inside its shell.\n The answer is B.",
+    "14139": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince physical is between the guide words pen - popular, it would be found on that page.\n The answer is A.",
+    "14145": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A giraffe is a mammal. It has hair and feeds its young milk.\nGiraffes eat mostly leaves that are too high up for other animals to reach.\nA manta ray is a fish. It lives underwater. It has fins, not limbs.\nRays have a different shape than many other fish. Rays are large and flat. They have wide, triangle-shaped fins that help them swim long distances.\n The answer is A.",
+    "14146": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. The glass bottle is transparent, but the gold nugget is not.\nA fuzzy object is covered in soft hair. The gold nugget and the sapphire are not fuzzy.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.\nThe property that all three objects have in common is shiny.\n The answer is A.",
+    "14156": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "14162": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nSOLUTION: The table tells you that two out of the eight planets are made mainly of gas. So, one-fourth, or 25%, of the planets are made mainly of gas.\n The answer is B.",
+    "14165": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n\nSOLUTION: To determine how many boxes in the Punnett square represent offspring with black eyes or red eyes, consider whether each phenotype is the dominant or recessive allele's version of the eye color trait. The question tells you that the E allele, which is for red eyes, is dominant over the e allele, which is for black eyes.\nBlack eyes is the recessive allele's version of the eye color trait. A koi fish with the recessive version of the eye color trait must have only recessive alleles for the eye color gene. So, offspring with black eyes must have the genotype ee.\nThere are 0 boxes in the Punnett square with the genotype ee.\nRed eyes is the dominant allele's version of the eye color trait. A koi fish with the dominant version of the eye color trait must have at least one dominant allele for the eye color gene. So, offspring with red eyes must have the genotype EE or Ee.\nAll 4 boxes in the Punnett square have the genotype EE or Ee.\nSo, the expected ratio of offspring with black eyes to offspring with red eyes is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with black eyes. Instead, this cross is expected to always produce offspring with red eyes.\n The answer is B.",
+    "14167": "Assistant: LECTURE: Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy, carbon dioxide, and water to produce sugars and oxygen.\nPhotosynthetic organisms also often have the following characteristics:\nThey are producers, which are organisms that make their own food inside their cells. Because producers make their own food, they typically do not eat other organisms.\nTheir cells contain chloroplasts, which are cell structures where photosynthesis occurs.\nTheir chloroplasts often contain a green substance called chlorophyll. Chlorophyll captures light energy from the Sun to power photosynthesis.\nThey use the sugars they produce during photosynthesis as food. This food provides energy that helps the organisms live, grow, and reproduce.\nSOLUTION: This organism is photosynthetic:\nThe text tells you that tillandisa tectorum air plants make their own food from carbon dioxide and water.\nThis organism is not photosynthetic:\nThe text does not provide evidence that the komondor dog is photosynthetic.\n The answer is A.",
+    "14169": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Shangri-La is literature.\nIn George du Maurier's novel Trilby, Svengali is hypnotized by a character who is herself under the spell of a guru. The guru is said to come from a place of great beauty and peace, which Svengali describes as \"Shangri-La.\"\nThe allusion Shangri-La means a place of great beauty and peace.\n The answer is B.",
+    "14172": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "14175": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.\nSOLUTION: Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.\n The answer is C.",
+    "14187": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow!\nSOLUTION: The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence.\n The answer is B.",
+    "14191": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Isabelle wants or needs:\nIsabelle will give up the chance to be in the Photography Club. She would have had more fun in the Photography Club than in the Theater Club.\n The answer is A.",
+    "14192": "Assistant: SOLUTION: This country is Fiji.\n The answer is A.",
+    "14203": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is C.",
+    "14204": "Assistant: LECTURE: Some words are alike. They go together in a group.\nRed, blue, and green go together. They are colors.\nMom, dad, grandma, and grandpa go together. They are people in a family.\nSOLUTION: Saw, hammer, and shovel go together. They are tools. Window is not a tool, so it is not like the other words.\n The answer is C.",
+    "14205": "Assistant: LECTURE: A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping.\nSOLUTION: The first sentence states a fact.\n\"Shooting stars\" are really bits of rock and dust burning up in Earth's atmosphere.\nIt can be proved by looking up information about shooting stars.\nThe second sentence states an opinion.\nCamping in the woods is the best way to see shooting stars.\nBest shows what a person believes, thinks, or feels. Another person might have a different opinion about the best way to see shooting stars.\n The answer is A.",
+    "14206": "Assistant: SOLUTION: Cheyenne is the capital of Wyoming.\n The answer is D.",
+    "14210": "Assistant: SOLUTION: The city is Philadelphia, Pennsylvania. New York City, Baltimore, and Pittsburgh are marked with gray circles on the map below.\n The answer is C.",
+    "14212": "Assistant: SOLUTION: Sally wanted broccoli in her lunch and Chloe was hoping for tomatoes. Look at the labeled part of the images.\nSally has tomatoes. Chloe has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is D.",
+    "14219": "Assistant: SOLUTION: Carson City is the capital of Nevada.\n The answer is A.",
+    "14224": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nIstanbul is on the coast of Turkey, where nighttime temperatures average between 60\u00b0F and 70\u00b0F each year during June, July, and August.\nThe underlined part of the passage tells you about the usual temperature pattern in Istanbul. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is B.",
+    "14233": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The first greeting is correct:\nIts first word is capitalized, and it ends with a comma. Ms. McConnell is capitalized because it is a proper noun.\n The answer is B.",
+    "14245": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A marbled salamander's scientific name is Ambystoma opacum.\nAmbystoma opacum has the same scientific name as a marbled salamander. So, these organisms are in the same species.\nTaricha torosa does not have the same scientific name as a marbled salamander. So, Ambystoma opacum and Taricha torosa are not in the same species.\nLissotriton helveticus does not have the same scientific name as a marbled salamander. So, Ambystoma opacum and Lissotriton helveticus are not in the same species.\n The answer is C.",
+    "14246": "Assistant: LECTURE: Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader.\nSOLUTION: The neighbor's loud music was a blaring fire alarm.\nThe words music and fire alarm are compared without the word like or as. So, the sentence uses a metaphor.\n The answer is B.",
+    "14254": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.\nSOLUTION: A great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years.\nA human is a mammal. It has hair and feeds its young milk.\nHumans are a type of animal called a primate. Monkeys and apes are also primates.\nA red-spotted newt is an amphibian. It has moist skin and begins its life in water.\nSome newts live in water. Other newts live on land but lay their eggs in water.\nA gray wolf is a mammal. It has fur and feeds its young milk.\nWolves often live in family groups. A wolf mother, father, and their children travel together.\n The answer is B.",
+    "14255": "Assistant: LECTURE: Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service.\nSOLUTION: To decide whether walking a dog is a good or a service, ask these questions:\nIs walking a dog something you can touch? No.\nIs walking a dog a job you might pay someone else to do? Yes.\nSo, walking a dog is a service.\n The answer is A.",
+    "14268": "Assistant: LECTURE: A fact is something that can be proved by research or observation.\nNapoleon Bonaparte was shorter than King Louis XVI.\nThe statement above is a fact. The statement can be proved by researching the height of each man and comparing them.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.\nNapoleon Bonaparte was a better leader than King Louis XVI.\nThe statement above is an opinion. People can have different ideas about what makes someone a \"better\" leader, so the statement cannot be proved.\nSOLUTION: The second sentence states a fact.\nMario Andretti, the only person named Driver of the Year in three different decades, is a great role model for young people interested in auto racing.\nIt can be proved by reading about Mario Andretti.\nThe first sentence states an opinion.\nRace car driver Mario Andretti won the Daytona 500, Indy 500, and Formula One titles during his career.\nWon shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a person a great role model.\n The answer is B.",
+    "14270": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.\n The answer is B.",
+    "14272": "Assistant: LECTURE: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.\nSOLUTION: South American farmers have just harvested a large amount of cocoa beans. Since more cocoa beans were produced, the supply of chocolate bars will probably go up.\n The answer is A.",
+    "14275": "Assistant: LECTURE: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding.\nSOLUTION: A chuckle has a more positive connotation. Chuckling is a good thing.\n The answer is A.",
+    "14279": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of a tennis racket is 26 inches.\n26 feet, 26 yards, and 26 miles are all too long.\n The answer is B.",
+    "14299": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Humans are not born knowing how to drive a car. Instead, many people learn how to drive when they are older. So, driving is an acquired trait.\n The answer is B.",
+    "14304": "Assistant: LECTURE: Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader.\nSOLUTION: This sentence uses a metaphor:\nThe bare tree's branches were sharp needles.\nThe words branches and needles are compared without the word like or as.\nThis sentence uses a simile:\nThe bare tree's branches were as sharp as needles.\nThe words branches and needles are compared using the word as.\n The answer is A.",
+    "14308": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A box turtle is a reptile. It has scaly, waterproof skin.\nA koala is a mammal. It has fur and feeds its young milk.\n The answer is B.",
+    "14318": "Assistant: SOLUTION: Concord is the capital of New Hampshire.\n The answer is C.",
+    "14324": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nBreaking a ceramic plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter.\nMixing chocolate syrup into milk is a physical change. The chocolate syrup and milk make a mixture. Making a mixture does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is D.",
+    "14327": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: The cucumber plant's genotype for the fruit texture gene is FF. The cucumber plant's genotype of FF has only F allelles. The F allele is for bumpy fruit. So, the cucumber plant's phenotype for the fruit texture trait must be bumpy fruit.\nTo check this answer, consider whether the cucumber plant's alleles are dominant or recessive. The allele for smooth fruit (f) is recessive to the allele for bumpy fruit (F). This means F is a dominant allele, and f is a recessive allele.\nThe cucumber plant's genotype of FF has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the cucumber plant's phenotype for the fruit texture trait must be bumpy fruit.\n The answer is A.",
+    "14332": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to play golf. Instead, some people learn how to play golf. Playing the sport takes practice. So, playing golf is an acquired trait.\n The answer is B.",
+    "14341": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nSOLUTION: Look at the object.\nThink about each property.\nA shiny object reflects a lot of light. The trombone is shiny.\nBlue is a color.\nThis color is blue. The trombone is not blue.\n The answer is B.",
+    "14342": "Assistant: LECTURE: Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.\nSOLUTION: An atlas moth is an insect. Like other insects, an atlas moth is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA macaw is a bird. Like other birds, a macaw is a vertebrate. It has a backbone.\nA piranha is a fish. Like other fish, a piranha is a vertebrate. It has a backbone.\nA dyeing dart frog is an amphibian. Like other amphibians, a dyeing dart frog is a vertebrate. It has a backbone.\n The answer is A.",
+    "14348": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.\nSOLUTION: Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.\n The answer is C.",
+    "14349": "Assistant: SOLUTION: Sacramento is the capital of California.\n The answer is C.",
+    "14355": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms.\nSOLUTION: You can tell whether platinum is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for platinum contains one atomic symbol: Pt. So, the formula tells you that platinum is composed of only one chemical element.\nSince platinum is composed of only one chemical element, platinum is an elementary substance.\n The answer is A.",
+    "14356": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nWinds are called offshore when they blow from land to water. The winds in southern Nicaragua blow offshore over 300 days per year. Most people prefer to surf on days when the winds are offshore.\nThe underlined part of the passage tells you about the usual wind patterns in southern Nicaragua. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is A.",
+    "14368": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that the Alexanders' opinion on eating pizza is invalid because their house is messy. This is a personal attack that isn't relevant to whether the argument is valid. This illustrates a type of logical fallacy known as ad hominem.\n The answer is B.",
+    "14369": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?\nThe number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.\nThere are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.\nThere are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard.\nSOLUTION: The better estimate for the length of a tennis racket is 21 inches.\n21 feet is too long.\n The answer is A.",
+    "14373": "Assistant: SOLUTION: Augusta is the capital of Maine.\n The answer is A.",
+    "14375": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nSOLUTION: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism golden years indicates that Mr. Randolph is old. Golden years is a nicer way of referring to old age.\n The answer is A.",
+    "14376": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.\nSOLUTION: The better estimate for how long it takes to sing the ABC song is 28 seconds.\n28 hours is too slow.\n The answer is B.",
+    "14386": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Humans do not choose their skin color. Babies get their skin color from their parents. So, Diana's skin color is an inherited trait.\n The answer is B.",
+    "14387": "Assistant: SOLUTION: Des Moines is the capital of Iowa.\n The answer is C.",
+    "14399": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is A.",
+    "14403": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The second answer choice contains a vague pronoun reference. The pronoun them could refer to the new employees or their intake forms.\nThe first answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the forms.\nMr. Russo wanted the new employees to fill out their intake forms, but he couldn't find the forms.\n The answer is B.",
+    "14405": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: The rose plant's genotype for the growth pattern gene is gg. The rose plant's genotype of gg has only g alleles. The g allele is for bush growth. So, the rose plant's phenotype for the growth pattern trait must be bush growth.\nTo check this answer, consider whether the rose plant's alleles are dominant or recessive. The allele for bush growth (g) is recessive to the allele for climbing growth (G). This means G is a dominant allele, and g is a recessive allele.\nThe rose plant's genotype of gg has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the rose plant's phenotype for the growth pattern trait must be bush growth.\n The answer is A.",
+    "14406": "Assistant: SOLUTION: Indianapolis is the capital of Indiana.\n The answer is D.",
+    "14407": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.\nSOLUTION: A green iguana is a reptile. It has scaly, waterproof skin.\nIguanas are a type of lizard. Iguanas eat plants and fruit.\nA mandarinfish is a fish. It lives underwater. It has fins, not limbs.\nMandarinfish often live near coral reefs. They eat small worms, snails, and fish eggs.\nA red-headed poison frog is an amphibian. It has moist skin and begins its life in water.\nPoison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous.\nA water buffalo is a mammal. It has hair and feeds its young milk.\nWater buffaloes live in Asia. Some people raise water buffaloes for their milk.\n The answer is A.",
+    "14417": "Assistant: LECTURE: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense.\nSOLUTION: A roller skate is not a living thing.\nRoller skates do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nA cave is not a living thing.\nA cave may have animals or plants living inside. But a cave does not have all the traits of a living thing. A cave does not need food or water.\nA kelp is a living thing.\nKelp grow and respond to their environment. They need food and water. Kelps are made up of many cells.\nKelps are plants. They make their own food using water, carbon dioxide, and energy from sunlight.\nA the Great Sphinx of Giza is not a living thing.\nThe Great Sphinx is a statue of a cat-headed god. But it does not have all the traits of a living thing. It does not grow or respond to the world around it. It does not need food or water.\n The answer is C.",
+    "14420": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in future tense. You can tell because it uses will before the main verb, make. The verb tells you about something that is going to happen.\n The answer is C.",
+    "14421": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence.\n The answer is C.",
+    "14424": "Assistant: LECTURE: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners.\nSOLUTION: The second announcement is more formal. It uses more elevated language (pleased to announce). The other announcement sounds more conversational (so happy).\n The answer is A.",
+    "14426": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A bobcat's scientific name is Lynx rufus. The first word of its scientific name is Lynx.\nPython molurus is in the genus Python. The first word of its scientific name is Python. So, Python molurus and Lynx rufus are not in the same genus.\nMacropus rufus and Lynx rufus are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Macropus rufus and Lynx rufus have the same species name within their genus, rufus. But the first words of their scientific names are different. Macropus rufus is in the genus Macropus, and Lynx rufus is in the genus Lynx.\nLynx canadensis is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx canadensis and Lynx rufus are in the same genus.\n The answer is A.",
+    "14428": "Assistant: LECTURE: A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers.\nSOLUTION: The diner is in row B.\n The answer is D.",
+    "14438": "Assistant: LECTURE: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there\nSOLUTION: A wetland is a type of ecosystem. Wetlands have the following features: land that is covered in water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, Everglades National Park has land that is covered in water during most of the year. It also has other water ecosystems nearby.\n The answer is A.",
+    "14440": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.\n The answer is B.",
+    "14442": "Assistant: LECTURE: Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.\nSedimentary rock is formed when layers of sediment are pressed together to make rock. This type of change occurs below Earth's surface.\nMetamorphic rock is formed when a rock is changed by heating and squeezing. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties.\nSOLUTION: Shale is a sedimentary rock. Like other sedimentary rocks, it forms from layers of sediment.\nMud is a type of sediment. It is found in places like river valleys. Sediments like mud can build up in layers. Over time, the top layers press down on the bottom layers. Sedimentary rock forms when the bottom layers are pressed together to form rock.\n The answer is A.",
+    "14444": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nSOLUTION: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism big-boned suggests that Sam is overweight.\n The answer is A.",
+    "14456": "Assistant: LECTURE: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms.\nSOLUTION: Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for rhenium contains one symbol: Re. So, rhenium is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, rhenium is an elementary substance. The chemical formula for bromomethane contains three symbols: C for carbon, H for hydrogen, and Br for bromine. So, bromomethane is made of three chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, bromomethane is a compound, not an elementary substance. The chemical formula for hydrogen peroxide contains two symbols: H for hydrogen and O for oxygen. So, hydrogen peroxide is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, hydrogen peroxide is a compound, not an elementary substance.\n The answer is C.",
+    "14462": "Assistant: LECTURE: In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.\nSOLUTION: Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 5 solute particles on the left side of the membrane and 7 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 6 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.\n The answer is A.",
+    "14467": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is B.",
+    "14482": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nDes Moines has cold winters and warm summers.\nThis passage tells you about the usual temperature pattern in Des Moines. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is B.",
+    "14484": "Assistant: SOLUTION: Springfield is the capital of Illinois.\n The answer is C.",
+    "14489": "Assistant: LECTURE: An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.\nSOLUTION: Bradypus variegatus is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nBradypus variegatus is the organism's scientific name. So, you know that brown-throated sloth is the common name.\n The answer is B.",
+    "14492": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is A.",
+    "14498": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Maggie's work is low quality because her friend's work is low quality. However, the work of Maggie's friend does not necessarily reflect the quality of Maggie's work. This illustrates a type of logical fallacy known as guilt by association.\n The answer is C.",
+    "14502": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.\nSOLUTION: The text uses apostrophe, a direct address to an absent person or a nonhuman entity.\nDeath is a direct address to death, a nonhuman entity.\n The answer is B.",
+    "14504": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA lemon has a sour taste. The balloon is not sour.\nA stretchy object gets longer when you pull on it. Both objects are stretchy.\nThe property that both objects have in common is stretchy.\n The answer is B.",
+    "14505": "Assistant: LECTURE: When a scientist identifies a new organism, he or she chooses its scientific name.\nSometimes, an organism is named after the place where it was first found. Other times, an organism is named after the scientist who first identified it. Or, the scientific name might describe the organism's physical traits.\nMany of the words that make up scientific names are based on words from old languages, like Latin and classical Greek. Sometimes, English words are changed to make them sound more like Latin or Greek. The new words are then used in an organism's scientific name.\nSOLUTION: This organism's scientific name refers to David Bowie.\nThe word davidbowie refers to David Bowie. So, this huntsman spider's scientific name is Heteropoda davidbowie.\n The answer is A.",
+    "14506": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nSOLUTION: The text uses an allusion, a brief reference to someone or something well known.\nThe allusion the Midas touch suggests that Cody is successful at all that he does. In Greek mythology, King Midas has the power to turn anything he touches into gold, easily creating value from nothing.\n The answer is B.",
+    "14507": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n\nSOLUTION: To determine how many boxes in the Punnett square represent offspring with a yellow ground spot or a white ground spot, consider whether each phenotype is the dominant or recessive allele's version of the ground spot color trait. The question tells you that the g allele, which is for a yellow ground spot, is dominant to the G allele, which is for a white ground spot.\nYellow is the dominant allele's version of the ground spot color trait. A watermelon plant with the dominant version of the ground spot color trait must have at least one dominant allele for the ground spot color gene. So, offspring with a yellow ground spot must have the genotype gg or GG.\nThere are 2 boxes in the Punnett square with the genotype gg or GG. These boxes are highlighted below.\nWhite is the recessive allele's version of the ground spot color trait. A watermelon plant with the recessive version of the ground spot color trait must have only recessive alleles for the ground spot color gene. So, offspring with a white ground spot must have the genotype gg or GG.\nThere are 2 boxes in the Punnett square with the genotype gg or GG. These boxes are highlighted below.\nSo, the expected ratio of offspring with a yellow ground spot to offspring with a white ground spot is 2:2. This means that, on average, this cross will produce 2 offspring with a yellow ground spot for every 2 offspring with a white ground spot.\n The answer is E.",
+    "14512": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of a spider's leg is 20 millimeters.\n20 meters and 20 kilometers are both too long.\n The answer is C.",
+    "14525": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince virus is between the guide words veil - vowel, it would be found on that page.\n The answer is B.",
+    "14533": "Assistant: LECTURE: The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.\n The answer is A.",
+    "14537": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to play the trumpet. Instead, some people learn how to play. So, playing the trumpet is an acquired trait.\n The answer is B.",
+    "14539": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSOLUTION: Look at the picture of the egg carton.\nThe egg cartons are made of cardboard.\nCardboard is made from wood pulp. Cardboard is usually brown because wood pulp is brown.\n The answer is B.",
+    "14541": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. Chip has one allele for straight fur (F) and one allele for wavy fur (f). So, Chip's genotype for the fur texture gene is Ff.\n The answer is A.",
+    "14542": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed.\nSOLUTION: Look at the distance each motorboat moved and the time it took to move that distance.\nOne motorboat moved 245 miles in 10 hours.\nThe other motorboat moved 145 miles in 10 hours.\nNotice that each motorboat spent the same amount of time moving. The motorboat that moved 245 miles moved a farther distance in that time. So, that motorboat must have moved at a higher speed.\n The answer is A.",
+    "14545": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of an apple is 3 ounces.\n3 pounds and 3 tons are both too heavy.\n The answer is B.",
+    "14546": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the ptarmigan.\nDuring the winter, the ptarmigan has white feathers covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThis Arctic fox has white fur covering its body. It is adapted to be camouflaged in the snow.\nThe echidna has long black hair covering its skin. It is not adapted to be camouflaged in the snow.\n The answer is B.",
+    "14547": "Assistant: SOLUTION: The colony is New Jersey.\n The answer is A.",
+    "14553": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nSOLUTION: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction or.\nDestiny might go to the science museum with Bob, or she might go alone.\n The answer is B.",
+    "14555": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Mrs. Burnett is capitalized because it is a proper noun.\n The answer is B.",
+    "14556": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Kinsley doesn't have school spirit, because she doesn't go to football games. However, there may be a number of reasons why Kinsley doesn't go to football games. This illustrates a type of logical fallacy known as a false dichotomy.\n The answer is B.",
+    "14563": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA rough object feels scratchy when you touch it. The slide and the golden nail are not rough.\nA soft object changes shape when pressed or squeezed. The slide and the golden nail are not soft.\nA smooth object is not scratchy or rough. All three objects are smooth.\nThe property that all three objects have in common is smooth.\n The answer is B.",
+    "14572": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nSOLUTION: The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.\n The answer is C.",
+    "14578": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed.\nSOLUTION: Look at the distance each gray whale moved and the time it took to move that distance.\nOne gray whale moved 40 kilometers in 5 hours.\nThe other gray whale moved 35 kilometers in 5 hours.\nNotice that each gray whale spent the same amount of time moving. The gray whale that moved 40 kilometers moved a farther distance in that time. So, that gray whale must have moved at a higher speed.\n The answer is B.",
+    "14580": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of a basketball court is 29 yards.\n29 inches and 29 feet are too short. 29 miles is too long.\n The answer is B.",
+    "14588": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A great blue heron's scientific name is Ardea herodias. The first word of its scientific name is Ardea.\nPelecanus crispus is in the genus Pelecanus. The first word of its scientific name is Pelecanus. So, Pelecanus crispus and Ardea herodias are not in the same genus.\nArdea purpurea is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea purpurea and Ardea herodias are in the same genus.\nStrix varia is in the genus Strix. The first word of its scientific name is Strix. So, Strix varia and Ardea herodias are not in the same genus.\n The answer is C.",
+    "14593": "Assistant: SOLUTION: Look at the table and images.\nRosa wants broccoli. Isabella wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is B.",
+    "14598": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to bake. Instead, many people learn how to bake. So, baking is an acquired trait.\n The answer is B.",
+    "14602": "Assistant: SOLUTION: Honolulu is the capital of Hawaii.\n The answer is C.",
+    "14605": "Assistant: SOLUTION: Look at the passage. It tells you one reason people can't go to Mars.\nPeople can't make it to Mars yet. It takes too long to get there, and it's not an easy place to live. So, scientists sent a robot to look around Mars for them. The robot is named Curiosity. One of its jobs is to find out if anything can live on Mars.\n The answer is A.",
+    "14607": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms.\nSOLUTION: You can tell whether sodium bromide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for sodium bromide, NaBr, contains two atomic symbols: Na for sodium and Br for bromine. So, the formula tells you that sodium bromide is composed of two chemical elements bonded together.\nSince sodium bromide is composed of multiple chemical elements bonded together, sodium bromide is a compound.\n The answer is A.",
+    "14610": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A play should be in italics.\nThe correct title is **Hex Marks the Spot**.\n The answer is B.",
+    "14620": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is B.",
+    "14626": "Assistant: LECTURE: A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nSOLUTION: The temperature of each aquarium decreased, which means that the thermal energy of each aquarium decreased. So, thermal energy was transferred from each aquarium to the surroundings.\n The answer is B.",
+    "14627": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.\nSOLUTION: Look at the picture of the steps.\nThe steps are made of two different materials. The treads are made of stone, and the risers are made of concrete.\n The answer is A.",
+    "14637": "Assistant: SOLUTION: Boise is the capital of Idaho.\n The answer is A.",
+    "14639": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A Japanese honeysuckle's scientific name is Lonicera japonica. The first word of its scientific name is Lonicera.\nUlex europaeus is in the genus Ulex. The first word of its scientific name is Ulex. So, Ulex europaeus and Lonicera japonica are not in the same genus.\nHyacinthus orientalis is in the genus Hyacinthus. The first word of its scientific name is Hyacinthus. So, Hyacinthus orientalis and Lonicera japonica are not in the same genus.\nLonicera maackii is in the genus Lonicera. The first word of its scientific name is Lonicera. So, Lonicera maackii and Lonicera japonica are in the same genus.\n The answer is B.",
+    "14644": "Assistant: LECTURE: A force is a push or a pull that one object applies to a second object.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.\nSOLUTION: The people push the car. The direction of the push is away from the people.\n The answer is A.",
+    "14648": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nSOLUTION: Look at the picture of the brown bear.\nThe brown bear has furry feet with large pads. Its feet are adapted to walk on snow and ice. The fur can help keep the brown bear's feet warm. The large pads help spread its weight over a larger area. This allows it to walk on ice without slipping and to walk on snow without sinking in too deep.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Eurasian lynx has furry feet with large pads. Its feet are adapted to walk on snow and ice.\nThe Suriname toad has webbed feet. Its feet are not adapted to walk on snow and ice. The Suriname toad uses its feet to swim.\n The answer is A.",
+    "14651": "Assistant: LECTURE: Solid waste is formed from the breakdown of nutrients in food that cannot be digested. Some solids, such as bones and teeth, are left over from food. Other solids, such as hair and nails, grow from the body.\nWaste that is made from food is called fecal matter. The word fecal comes from the Latin word faeces, which means \"excrement.\" Excrement is made of the remains of food, including bones and teeth.\nSOLUTION: The large intestine stores solid waste before it is released from the body. The large intestine is the last part of the digestive system. It takes in water and nutrients from the small intestine. These nutrients help the waste break down into a different type of matter. This matter is then released from the body through the anus.\n The answer is B.",
+    "14664": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nWhere Rick lives, winter is the rainiest season of the year.\nThis passage tells you about the usual precipitation where Rick lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is A.",
+    "14666": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of a hot day in the desert is 48\u00b0C.\n48\u00b0F is too cold.\n The answer is A.",
+    "14675": "Assistant: LECTURE: Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader.\nSOLUTION: This sentence uses a metaphor:\nThe car engine was a lion's roar.\nThe words engine and roar are compared without the word like or as.\nThis sentence uses a simile:\nThe car engine sounded like a lion's roar.\nThe words engine and roar are compared using the word like.\n The answer is A.",
+    "14680": "Assistant: LECTURE: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!\nSOLUTION: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nNative copper is a mineral.\nBaryte is a mineral.\nChocolate is not a pure substance. But all minerals are pure substances.\nSo, chocolate is not a mineral.\n The answer is C.",
+    "14692": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The second answer choice contains a vague pronoun reference. The pronoun she could refer to Jane or Zoe.\nWhen Jane ran into Zoe at the post office, she smiled and said hello.\nThe first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nJane smiled and said hello when she ran into Zoe at the post office.\n The answer is B.",
+    "14694": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.\n The answer is E.",
+    "14699": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: Our cabin has bunk beds for the kids is a run-on sentence. It has two sentences that are joined by just a comma: Our cabin has bunk beds and For the kids.\n The answer is B.",
+    "14705": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Luddite is British history.\nIn the early nineteenth century, factories were replacing the jobs of craftsmen. Some of these craftsmen banded together to destroy the new machinery; those who did so were called Luddites.\nThe allusion Luddite means a person opposed to new technology.\n The answer is A.",
+    "14706": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the breed standard.\nWhen Roxanne researched Dachshunds, the breed standard said that they can be short-haired, wire-haired, or long-haired.\n The answer is A.",
+    "14707": "Assistant: LECTURE: A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.\nSOLUTION: The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.\nI pretend to be a knight, and Mary pretends to be an astronaut.\n The answer is A.",
+    "14708": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.\nSOLUTION: Look at the picture of the common swift.\nA short, thin beak is light and easy to move. The common swift uses its beak to grab fast-moving insects while flying.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe European robin has a short, thin beak. Its beak is adapted to catch insects.\nThe Australian pelican has a large pouch-like beak. Its beak is not adapted to catch insects. The Australian pelican uses its beak to catch fish.\n The answer is B.",
+    "14719": "Assistant: LECTURE: Fish live underwater. They have fins, not limbs.\nSOLUTION: A green sea turtle is a reptile. It has scaly, waterproof skin.\nSea turtles live in the water, but they lay their eggs on land.\nAn albatross is a bird. It has feathers, two wings, and a beak.\nAlbatrosses live near the ocean. They hunt squid, fish, and other small animals.\nAn elongated tortoise is a reptile. It has scaly, waterproof skin.\nA tortoise's shell protects it from predators. When a tortoise feels threatened, it can pull its head and legs inside its shell.\nA manta ray is a fish. It lives underwater. It has fins, not limbs.\nRays have a different shape than many other fish. Rays are large and flat. They have wide, triangle-shaped fins that help them swim long distances.\n The answer is D.",
+    "14722": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nSOLUTION: The table tells you that the four largest planets are Jupiter, Saturn, Uranus, and Neptune. Jupiter and Saturn are made mainly of gas. Uranus and Neptune are made mainly of ice. So, of the four largest planets, two are made mainly of gas.\n The answer is A.",
+    "14734": "Assistant: LECTURE: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners.\nSOLUTION: The first text message is more formal. It uses complete sentences, avoids slang (sorry), and uses more elevated language (my apologies). The other text message includes more casual language and sentence fragments.\n The answer is A.",
+    "14735": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux.\nSOLUTION: The source of the allusion Dickensian is literature.\nThe works of British author Charles Dickens often featured characters struggling to survive in settings such as debtors' prisons and orphanages.\nThe allusion Dickensian means harsh or poverty-stricken.\n The answer is B.",
+    "14739": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion by the skin of his teeth is the Bible.\nIn the Bible, Job complains to God about his hardships, saying that both strangers and those he loves have turned against him. He says, \"My bone cleaveth to my skin and to my flesh, and I am escaped with the skin of my teeth.\" Scholars have long debated the exact meaning of the phrase, but many claim that Job is saying that he narrowly escaped death.\nThe allusion by the skin of his teeth means just barely.\n The answer is A.",
+    "14743": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles.\n The answer is A.",
+    "14746": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: You need to determine Ace's phenotype for the coat color trait. First, consider the alleles in Ace's genotype for the coat color gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for a black coat (L) is dominant over the allele for a reddish-brown coat (l). This means L is a dominant allele, and l is a recessive allele.\nAce's genotype of Ll has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Ace's phenotype for the coat color trait must be a black coat.\n The answer is A.",
+    "14749": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses an allusion, a brief reference to someone or something well known.\nBenedict Arnold alludes to the American general during the Revolutionary War who betrayed his country and fought for the British.\n The answer is B.",
+    "14755": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to ride a motorcycle. Instead, many people learn how to ride. So, riding a motorcycle is an acquired trait.\n The answer is B.",
+    "14759": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.\nSOLUTION: Look at the picture of the three-toed sloth.\nThe three-toed sloth uses its long limbs to reach branches while climbing. It uses its fingers and toes to grab the branches.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe lar gibbon has long limbs with fingers and toes. Its limbs are adapted for climbing trees.\nThe California sea lion has flippers. Its limbs are not adapted for climbing trees. The California sea lion uses its flippers to swim underwater.\n The answer is B.",
+    "14764": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A and Solution B have the same number of blue particles per milliliter. So, their concentrations are the same.\n The answer is B.",
+    "14766": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow!\nSOLUTION: The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence.\n The answer is B.",
+    "14767": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: All the judges at the important meeting is a sentence fragment. It is missing a subject.\n The answer is A.",
+    "14779": "Assistant: SOLUTION: This country is Fiji.\n The answer is C.",
+    "14785": "Assistant: SOLUTION: Look at the table and images.\nSandeep wants broccoli. Tracy wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is B.",
+    "14787": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.\nSOLUTION: A green moray eel is a fish. It lives underwater. It has fins, not limbs.\nEels are long and thin. They may have small fins. They look like snakes, but they are fish!\nA horned frog is an amphibian. It has moist skin and begins its life in water.\nFrogs live near water or in damp places. Most frogs lay their eggs in water.\nA koala is a mammal. It has fur and feeds its young milk.\nKoalas sleep for up to 20 hours a day!\nA zebra is a mammal. It has hair and feeds its young milk.\nZebras eat mostly grass. But they sometimes eat other types of plants, such as shrubs or tree bark.\n The answer is C.",
+    "14789": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Riley wants or needs:\nRiley will give up the chance to look at the pine tree. She thinks it would have looked more beautiful than the roses.\n The answer is B.",
+    "14800": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the leaf insect.\nThe leaf insect has a green leaf-shaped body. It is adapted to be camouflaged among green leaves. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe emerald tree boa has bright green scales covering its body. It is adapted to be camouflaged among green leaves.\nThe fox snake has black and tan bands running along its body. It is not adapted to be camouflaged among green leaves.\n The answer is B.",
+    "14803": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. Ava's observable version of the leg color trait is yellow legs. So, Ava's phenotype for the leg color trait is yellow legs.\n The answer is B.",
+    "14808": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Troy must be fiscally irresponsible, because he works for a company that went bankrupt. However, even though his company is perceived as fiscally irresponsible, that doesn't necessarily mean that Troy is, too. This illustrates a type of logical fallacy known as guilt by association.\n The answer is B.",
+    "14809": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nA million times is an exaggeration, since it is unlikely that Mona has actually been told this a million times.\n The answer is A.",
+    "14811": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A cocoi heron's scientific name is Ardea cocoi.\nArdea goliath does not have the same scientific name as a cocoi heron. So, Ardea cocoi and Ardea goliath are not in the same species.\nTaricha torosa does not have the same scientific name as a cocoi heron. So, Ardea cocoi and Taricha torosa are not in the same species.\nArdea cocoi has the same scientific name as a cocoi heron. So, these organisms are in the same species.\n The answer is C.",
+    "14814": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is C.",
+    "14816": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is A.",
+    "14818": "Assistant: LECTURE: A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nSOLUTION: The temperature of each pizza decreased, which means that the thermal energy of each pizza decreased. So, thermal energy was transferred from each pizza to the surroundings.\n The answer is B.",
+    "14824": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.\nSOLUTION: Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.\n The answer is C.",
+    "14826": "Assistant: SOLUTION: This country is Grenada.\n The answer is D.",
+    "14831": "Assistant: SOLUTION: Saint Paul is the capital of Minnesota.\n The answer is A.",
+    "14840": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nSOLUTION: Look at the picture of the star-nosed mole.\nThe star-nosed mole has long, straight claws. Its feet are adapted for digging. The star-nosed mole uses its claws to break up soil and move it out of the way.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe groundhog has long, straight claws. Its feet are adapted for digging.\nThe tokay gecko has wide, sticky toes. Its feet are not adapted for digging. The tokay gecko uses its feet to climb trees and walk on leaves.\n The answer is A.",
+    "14841": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince castle is between the guide words class - curl, it would be found on that page.\n The answer is A.",
+    "14846": "Assistant: LECTURE: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners.\nSOLUTION: The first text message is more formal. It uses complete sentences, avoids slang (heads up), and uses the person's title (Ms. Arnold). The other text message includes more casual language and sentence fragments.\n The answer is A.",
+    "14857": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "14861": "Assistant: LECTURE: Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.\n The answer is B.",
+    "14862": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses verbal irony, which involves saying one thing but implying something very different.\nAs speedy as a snail suggests that the Internet connection was very slow. A snail is not speedy, and neither was Cara's Internet connection.\n The answer is B.",
+    "14865": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\nSOLUTION: Use the model to determine whether hydrazine is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of hydrazine is composed of two hydrogen atoms and one nitrogen atom bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that hydrazine is composed of two chemical elements: hydrogen and nitrogen. Since hydrazine is composed of multiple chemical elements bonded together, hydrazine is a compound.\n The answer is B.",
+    "14874": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of a can of soda pop is 320 milliliters.\n320 liters is too much.\n The answer is B.",
+    "14881": "Assistant: LECTURE: Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4\n The answer is B.",
+    "14887": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of a basketball is 20 ounces.\n20 pounds and 20 tons are both too heavy.\n The answer is B.",
+    "14888": "Assistant: LECTURE: Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.\nSOLUTION: The prime meridian is the line at 0\u00b0 longitude. It intersects Africa. It does not intersect Australia or Asia.\n The answer is A.",
+    "14889": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Hunter is capitalized because it is a proper noun.\n The answer is A.",
+    "14893": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nSOLUTION: Put the words in alphabetical order.\nSince taught is between the guide words teeth - trousers, it would be found on that page.\n The answer is B.",
+    "14896": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.\nSOLUTION: A ruler is a solid. A solid has a size and shape of its own.\nIf you put a ruler in a box, the ruler will keep its shape.\n The answer is C.",
+    "14897": "Assistant: SOLUTION: This country is Nauru.\n The answer is D.",
+    "14898": "Assistant: LECTURE: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group.\nSOLUTION: To decide if an animal is part of a group, look at the traits of the group.\nReptiles have the following traits:\nThey have scaly, waterproof skin.\nThey make eggs with shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA Chinese alligator has the following traits:\nIt has scaly, waterproof skin.\nIt makes eggs with shells.\nA Chinese alligator has the traits of a reptile. A Chinese alligator is a reptile.\nA green frog has the following traits:\nIt spends part of its life in water and part on land.\nIt has moist skin.\nIt makes eggs with no shells.\nA green frog does not have all of the traits of a reptile. A green frog is an amphibian.\n The answer is B.",
+    "14904": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses an allusion, a brief reference to someone or something well known.\nNeverland alludes to the story of Peter Pan, a boy who lived in Neverland and never grew up.\n The answer is A.",
+    "14913": "Assistant: LECTURE: The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:\nAt a divergent boundary, two plates are moving away from each other.\nAt a transform boundary, two plates are sliding past each other.\nAt a convergent boundary, two plates are moving toward each other.\nOne type of convergent boundary is a continent-continent collision. This type of boundary forms when two plates with continental crust move toward each other. The collision compresses and folds the continental crust, forcing it upward to form a mountain range.\nSOLUTION: To figure out what type of plate boundary formed the Western Alps, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.\nMillions of years ago, the Eurasian Plate and the African Plate began to move toward each other, eventually colliding. This plate motion formed many mountain ranges, including the Western Alps. The Western Alps run through European countries, including France, Italy, and Switzerland.\nThe underlined part of the passage explains that the Western Alps formed as the two plates collided, or ran into each other. For two plates to collide, they must be moving toward each other. So, the Western Alps formed at a convergent boundary.\n The answer is B.",
+    "14919": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nSOLUTION: The two glasses of apple juice have the same mass but different temperatures. Since the 65\u00b0F glass of apple juice is hotter than the 40\u00b0F glass of apple juice, it has more thermal energy.\n The answer is A.",
+    "14927": "Assistant: SOLUTION: Montpelier is the capital of Vermont.\n The answer is B.",
+    "14937": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nSOLUTION: Look at the picture of the white-tailed eagle.\nThe white-tailed eagle has long toes with sharp claws. Its feet are adapted for grabbing prey. The sharp claws can help the white-tailed eagle attack and kill its prey. The long toes can help it hold on to its prey.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe brahminy kite has long toes with sharp claws. Its feet are adapted for grabbing prey.\nThe dromedary camel has large pads on the bottoms of its feet. Its feet are not adapted for grabbing prey. The dromedary camel uses its feet to walk on sand.\n The answer is A.",
+    "14941": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nLoose matter such as sand and dirt is called sediment. Sediment settling to the bottom of a muddy puddle is a physical change.\nThe sediment sinks, and the water above becomes clearer. This separates the water from the sediment. But separating a mixture does not form a different type of matter.\nShaking up salad dressing is a physical change. The different parts mix together, but they are still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is B.",
+    "14946": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses verbal irony, which involves saying one thing but implying something very different.\nGood luck ironically suggests that Rodrigo was upset about staying home. Rodrigo was actually unlucky because he couldn't join his friends at the water park.\n The answer is A.",
+    "14951": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Aunt Zoe is capitalized because it is a proper noun.\n The answer is B.",
+    "14957": "Assistant: LECTURE: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells.\nSOLUTION: Stretchy is a property. A stretchy material gets longer when you pull on it.\nLook at each picture, one at a time. Imagine pulling on the material shown in each picture.\nOf the choices, the rubber band would stretch more. If you pull on a rubber band, it will get longer.\n The answer is A.",
+    "14958": "Assistant: SOLUTION: The colony is Connecticut.\n The answer is B.",
+    "14961": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The first sentence is less formal. You can tell because it uses overly simple or imprecise language (took, went).\nThe second sentence uses more precise language, so it is more formal overall.\n The answer is A.",
+    "14971": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the west arrow is pointing. North Dakota is farthest west.\n The answer is D.",
+    "14976": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince old is between the guide words object - orchard, it would be found on that page.\n The answer is A.",
+    "14985": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.\nSOLUTION: Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.\n The answer is A.",
+    "14989": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of the Golden Gate Bridge is 2,750 meters.\n2,750 millimeters and 2,750 centimeters are too short. 2,750 kilometers is too long.\n The answer is A.",
+    "14992": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A book should be in italics.\nThe correct title is **Dogs on Duty**.\n The answer is A.",
+    "15002": "Assistant: LECTURE: Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service.\nSOLUTION: To decide whether fixing a sink is a good or a service, ask these questions:\nIs fixing a sink something you can touch? No.\nIs fixing a sink a job you might pay someone else to do? Yes.\nSo, fixing a sink is a service.\n The answer is B.",
+    "15003": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Most humans are born with five fingers on each hand. So, having five fingers is an inherited trait.\n The answer is B.",
+    "15024": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Arctic Ocean.\n The answer is C.",
+    "15025": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Senator Logan hates children, because she wants to cut education funding. However, the fact that Senator Logan wants to cut education funding doesn't necessarily suggest that she hates children. This illustrates a type of logical fallacy known as a straw man.\n The answer is A.",
+    "15027": "Assistant: SOLUTION: Ernesto wanted broccoli in his lunch and Lucia was hoping for tomatoes. Look at the labeled part of the images.\nErnesto has tomatoes. Lucia has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is B.",
+    "15044": "Assistant: SOLUTION: Carson City is the capital of Nevada.\n The answer is C.",
+    "15050": "Assistant: LECTURE: Fern plants reproduce using both asexual reproduction and sexual reproduction.\nMature ferns have flat leaves called fronds. Ferns have structures that look like small dots on the underside of their fronds. These structures are called spore cases. The mature ferns use asexual reproduction to make spores. When the spore cases open, the spores are released.\nWhen a spore lands on the ground and germinates, it grows into a small heart-shaped plant. The heart-shaped plant begins the fern's sexual reproduction stage by making eggs and sperm. Ferns live in damp environments, and sperm can swim though small water drops. Self-fertilization happens when a sperm swims to an egg on the same heart-shaped plant. Cross-fertilization happens when the sperm swims to an egg on a nearby plant.\nFertilization happens when a sperm and an egg fuse. The fertilized egg germinates and grows into a mature fern.\nThe mature fern can make spores and begin the fern life cycle again.\nSOLUTION: A heart-shaped plant can produce spores. The heart-shaped plant grows from a spore.\nA mature fern does not produce spores. It produces heart-shaped plants from eggs.\n The answer is B.",
+    "15066": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in past tense. You can tell because it uses a past-tense verb, signed. The verb ends in -ed and tells you about something that has already happened.\n The answer is C.",
+    "15068": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.\nThe sea otter has an arrow pointing to it from the sea urchin. The sea urchin is not a producer. So, the sea otter is not a primary consumer.\nThe kelp does not have any arrows pointing to it. So, the kelp is not a primary consumer.\nThe phytoplankton does not have any arrows pointing to it. So, the phytoplankton is not a primary consumer.\nThe plainfin midshipman has an arrow pointing to it from the phytoplankton. The phytoplankton is a producer, so the plainfin midshipman is a primary consumer.\n The answer is C.",
+    "15070": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: You need to determine the pea plant's phenotype for the pea color trait. First, consider the alleles in the plant's genotype for the pea color gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for yellow peas (E) is dominant over the allele for green peas (e). This means E is a dominant allele, and e is a recessive allele.\nThe pea plant's genotype of Ee has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the pea plant's phenotype for the pea color trait must be yellow peas.\n The answer is A.",
+    "15073": "Assistant: LECTURE: A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping.\nSOLUTION: The second sentence states a fact.\nMadagascar's elephant bird laid eggs the size of American footballs.\nIt can be proved by looking up information about Madagascar's elephant bird.\nThe first sentence states an opinion.\nSettlers in Madagascar should have done more to protect the elephant bird, which became extinct in the 1600 s.\nMore shows what a person believes, thinks, or feels. Another person might have a different opinion about what settlers should have done.\n The answer is B.",
+    "15076": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait.\n The answer is B.",
+    "15080": "Assistant: SOLUTION: Denver is the capital of Colorado.\n The answer is A.",
+    "15082": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince chaos is between the guide words calves - cow, it would be found on that page.\n The answer is B.",
+    "15086": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.\n The answer is B.",
+    "15088": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Cara wants or needs:\nCara will give up the chance to eat the strawberry cheesecake ice cream. She likes this flavor more than sweet cream.\n The answer is B.",
+    "15094": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is A.",
+    "15095": "Assistant: SOLUTION: Today, the United States often uses punishments that are expensive, cruel, or unusual. For example, the government might use punishments that are expensive, such as fines or lawsuits. Or, the government might use punishments that are cruel, such as torture or the death penalty. In the future, some punishments that are expensive, cruel, or unusual might be outlawed. The Eighth Amendment says that the government can never use punishments that are expensive, cruel, or unusual. The amendment says that the government must always treat its citizens with respect and care. The text of the Eighth Amendment is below. Does it mention any other punishments that are expensive, cruel, or unusual? Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.\n The answer is B.",
+    "15105": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.\nSOLUTION: Chalk is a solid. You can easily break chalk into pieces. But each piece will still have a size and shape of its own.\nA gold bracelet is a solid. You can wrap a gold bracelet around your wrist. But the bracelet will still have a size and shape of its own.\nThe water in a fishbowl is a liquid. A liquid takes the shape of any container it is in. If you pour water from a fishbowl into a different container, the water will take the shape of that container. But the water will still take up the same amount of space.\n The answer is A.",
+    "15111": "Assistant: SOLUTION: This country is the Dominican Republic.\nWhy does the Dominican Republic share its island with another country?\nThe Dominican Republic and Haiti share the island of Hispaniola. It is home to the earliest European settlements in the Americas. Christopher Columbus founded the first European settlement on the island in 1492 during his first voyage across the Atlantic.\nThough many people lived on the island before Columbus's arrival, European countries quickly began to colonize the island. Eventually France and Spain both established colonies. The Spanish colony eventually became the country of the Dominican Republic, and the French colony eventually became the country of Haiti. Today, people in the two countries speak different languages and have many cultural differences.\n The answer is B.",
+    "15115": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.\nWhen matter is a gas, it spreads out to fill a space.\nMany gases are invisible. So, you can\u2019t see them. Air is a gas.\nSOLUTION: A handsaw is a solid. A solid has a size and shape of its own.\nA handsaw is made of wood and metal. Both wood and metal are solids.\n The answer is B.",
+    "15122": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A movie should be in italics.\nThe correct title is **The Prince and the Surfer**.\n The answer is B.",
+    "15125": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is North America.\n The answer is B.",
+    "15146": "Assistant: LECTURE: A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks.\nSOLUTION: This is a run-on sentence. It is a comma splice formed from two sentences run together, joined by just a comma.\nWhite chocolate does not contain cocoa solids, it contains milk solids, cocoa butter, sugar, and flavorings such as vanilla.\nHere is one way to fix the run-on sentence:\nWhite chocolate does not contain cocoa solids. It contains milk solids, cocoa butter, sugar, and flavorings such as vanilla.\n The answer is B.",
+    "15158": "Assistant: SOLUTION: Look at the table and images.\nNolan wants broccoli. Dalton wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is A.",
+    "15161": "Assistant: SOLUTION: Boise is the capital of Idaho.\n The answer is B.",
+    "15171": "Assistant: SOLUTION: This country is Saint Lucia.\n The answer is C.",
+    "15175": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the sea cucumber.\nThe only arrow pointing from the bat star leads to the kelp bass. The only arrow pointing from the kelp bass leads to the bat star. No arrows point from the bat star to any other organisms. So, in this food web, matter does not move from the bat star to the sea cucumber.\nThe only arrow pointing from the phytoplankton leads to the zooplankton. The only arrow pointing from the zooplankton leads to the phytoplankton. No arrows point from the phytoplankton to any other organisms. So, in this food web, matter does not move from the phytoplankton to the sea cucumber.There is one path matter can take from the kelp bass to the sea cucumber: kelp bass->sea cucumber. There is one path matter can take from the sea urchin to the sea cucumber: sea urchin->sea otter->orca->sea cucumber.\n The answer is C.",
+    "15187": "Assistant: LECTURE: The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.\n The answer is A.",
+    "15189": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Jonah must be a poor lifeguard candidate because he drives an old car. This is a personal attack that isn't relevant to whether he would be a good lifeguard. This illustrates a type of logical fallacy known as ad hominem.\n The answer is A.",
+    "15190": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Samantha is intelligent because she's smart. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning.\n The answer is A.",
+    "15205": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA scratchy object is rough and itchy against your skin. The rubber stretch toy is not scratchy.\nA bendable object can be bent without breaking. Both objects are bendable.\nThe property that both objects have in common is bendable.\n The answer is B.",
+    "15206": "Assistant: LECTURE: A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is \u00b0.\nSome thermometers measure temperature in degrees Fahrenheit (\u00b0F). Fahrenheit is one scale used to measure temperature.\nThis is a tube thermometer. It has a tube filled with a red liquid.\nThere is a Fahrenheit scale along the right side of the tube. The top of the red liquid lines up with the number 80 on the scale. So, the temperature shown by this thermometer is 80\u00b0F.\nSOLUTION: Find the top of the red liquid.\nNow look at the scale to the right. The top of the red liquid lines up with 45. So, the temperature is 45\u00b0F.\n The answer is A.",
+    "15216": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "15221": "Assistant: LECTURE: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw.\nSOLUTION: The second sentence states a fact.\nThere are four faces on Mount Rushmore.\nIt can be proved by visiting the Mount Rushmore website.\nThe first sentence states an opinion.\nMount Rushmore is too difficult to travel to.\nToo difficult shows what a person believes, thinks, or feels. Another person might have a different opinion about how difficult is too difficult.\n The answer is B.",
+    "15224": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.\nSOLUTION: Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.\n The answer is C.",
+    "15229": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nSOLUTION: Look at the picture of the white-breasted cormorant.\nThe white-breasted cormorant has webbed feet. Its feet are adapted for swimming. As it swims, the white-breasted cormorant uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe European river otter has webbed feet. Its feet are adapted for swimming.\nThe tokay gecko has wide, sticky toes. Its feet are not adapted for swimming. The tokay gecko uses its feet to climb trees and walk on leaves.\n The answer is B.",
+    "15230": "Assistant: SOLUTION: The cell wall is the outermost layer in a plant cell.\nThis statement is true. The cell wall gives a plant cell its fixed shape.\n The answer is B.",
+    "15235": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nSOLUTION: Look at the object.\nThink about each property.\nA bendable object can be bent without breaking. The belt is bendable.\nA bouncy object will bounce back from the floor if you drop it. The belt is not bouncy.\n The answer is B.",
+    "15241": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.\nSOLUTION: Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.\n The answer is B.",
+    "15245": "Assistant: SOLUTION: Harrisburg is the capital of Pennsylvania.\n The answer is C.",
+    "15253": "Assistant: LECTURE: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms.\nSOLUTION: Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for phosphine contains two symbols: P for phosphorus and H for hydrogen. So, phosphine is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, phosphine is a compound, not an elementary substance. The chemical formula for chloromethane contains three symbols: C for carbon, H for hydrogen, and Cl for chlorine. So, chloromethane is made of three chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, chloromethane is a compound, not an elementary substance. The chemical formula for calcium contains one symbol: Ca. So, calcium is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, calcium is an elementary substance.\n The answer is B.",
+    "15256": "Assistant: LECTURE: Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other organisms. Consumers cannot make their own food.\nSOLUTION: In this food chain, the persimmon is a producer because it makes its own food. The persimmon uses carbon dioxide, water, and sunlight to make its own food.\n The answer is B.",
+    "15259": "Assistant: SOLUTION: Richmond is the capital of Virginia.\n The answer is A.",
+    "15260": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that a lunch meat is nutritious because it has no additives. However, a lunch meat could still be nutritious even if it has additives. This illustrates a type of logical fallacy known as an appeal to nature.\n The answer is A.",
+    "15267": "Assistant: LECTURE: A fact is something that can be proved by research or observation.\nNapoleon Bonaparte was shorter than King Louis XVI.\nThe statement above is a fact. The statement can be proved by researching the height of each man and comparing them.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.\nNapoleon Bonaparte was a better leader than King Louis XVI.\nThe statement above is an opinion. People can have different ideas about what makes someone a \"better\" leader, so the statement cannot be proved.\nSOLUTION: The first sentence states a fact.\nMore people visited Great Smoky Mountains National Park in 2014 than visited Yosemite and Yellowstone combined.\nIt can be proved by researching the number of visitors to each park in 2014.\nThe second sentence states an opinion.\nGreat Smoky Mountains National Park is fantastic because it has 150 official hiking trails.\nFantastic shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a park fantastic.\n The answer is A.",
+    "15272": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.\n The answer is C.",
+    "15273": "Assistant: SOLUTION: Phoenix is the capital of Arizona.\n The answer is A.",
+    "15274": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion draconian is Greek history.\nDraco, a government official in seventh-century Athens, Greece, wrote a code of laws that called for severe punishments for even minor offenses.\nThe allusion draconian means harsh.\n The answer is B.",
+    "15277": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.\n The answer is B.",
+    "15279": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\n The answer is A.",
+    "15280": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A fruit bat is a mammal. It has hair and feeds its young milk.\nA sea eagle is a bird. It has feathers, two wings, and a beak.\n The answer is B.",
+    "15282": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nSOLUTION: The two cherry pies have the same mass but different temperatures. Since the 110\u00b0F pie is hotter than the 80\u00b0F pie, it has more thermal energy.\n The answer is A.",
+    "15288": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is A.",
+    "15289": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.\n The answer is B.",
+    "15290": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.\nSOLUTION: A loon is a bird. It has feathers, two wings, and a beak.\nLoons usually live near lakes. They dive in the water to hunt for food.\nAn albatross is a bird. It has feathers, two wings, and a beak.\nAlbatrosses live near the ocean. They hunt squid, fish, and other small animals.\nA Tasmanian devil is a mammal. It has fur and feeds its young milk.\nTasmanian devils are meat-eating marsupials. They live on the island of Tasmania, near Australia.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years.\n The answer is D.",
+    "15298": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince spent is between the guide words scan - swung, it would be found on that page.\n The answer is A.",
+    "15303": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is C.",
+    "15305": "Assistant: SOLUTION: Look at the table and images.\nClare wants broccoli. Adele wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is A.",
+    "15306": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Asia.\n The answer is C.",
+    "15327": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water.\nSOLUTION: Cellular respiration is a chemical change. Cells use oxygen to break down sugar. Breaking the chemical bonds in sugar molecules releases energy that a cell can use.\n The answer is B.",
+    "15335": "Assistant: LECTURE: A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object.\nSOLUTION: Look for the stroller that is heavier.\nA stroller holding a kid that weighs 30 pounds is heavier than a stroller holding a kid that weighs 25 pounds. So, the stroller holding the kid that weighs 30 pounds needs to be pushed with a larger force to start moving forward at the same speed as the other other stroller.\n The answer is B.",
+    "15359": "Assistant: SOLUTION: The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.\n The answer is C.",
+    "15374": "Assistant: SOLUTION: Madison is the capital of Wisconsin.\n The answer is D.",
+    "15382": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nWater boiling on the stove is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.\nIce melting in a glass is a change of state. So, it is a physical change. The solid ice becomes liquid, but it is still made of water. A different type of matter is not formed.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nIce melting is caused by heating. But water boiling is not.\nBoth are caused by cooling.\nWater boiling is caused by heating. It is not caused by cooling.\n The answer is B.",
+    "15383": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nSOLUTION: Look at the picture of the parakeet auklet.\nThe parakeet auklet has webbed feet. Its feet are adapted for swimming. As it swims, the parakeet auklet uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe water rail has webbed feet. Its feet are adapted for swimming.\nThe European beaver has webbed feet. Its feet are adapted for swimming.\n The answer is A.",
+    "15385": "Assistant: SOLUTION: Denver is the capital of Colorado.\n The answer is C.",
+    "15403": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince credit is between the guide words cove - cylinder, it would be found on that page.\n The answer is A.",
+    "15406": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of the Red Sea is 2,250 kilometers.\n2,250 centimeters and 2,250 meters are both too short.\n The answer is C.",
+    "15407": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince doctor is between the guide words dessert - dust, it would be found on that page.\n The answer is A.",
+    "15415": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is South America.\n The answer is C.",
+    "15422": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Africa.\n The answer is D.",
+    "15429": "Assistant: SOLUTION: Annapolis is the capital of Maryland.\n The answer is D.",
+    "15441": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in present tense. You can tell because it uses a present-tense verb, needs. The verb ends in -s and tells you about something that is true or happening now.\n The answer is C.",
+    "15444": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nSOLUTION: Look at the picture of the vervet monkey.\nThe vervet monkey has long fingers and toes. It is adapted for climbing trees. The vervet monkey uses its long fingers and toes to hold on to branches while climbing.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe lama has long fingers and toes. It is adapted for climbing trees.\nThe red-shanked douc has four small hoofed feet. It is not adapted for climbing trees. The red-shanked douc uses its feet to walk and run.\n The answer is A.",
+    "15445": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.\n The answer is E.",
+    "15446": "Assistant: LECTURE: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.\nSOLUTION: The population of Fairview fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Fairview has gone up. So, the supply of houses for sale probably went up, too.\n The answer is A.",
+    "15450": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Will sat down on the rickety old chair, it abruptly collapsed beneath him.\n The answer is C.",
+    "15457": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of purple particles per milliliter.\nSolution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles.\n The answer is C.",
+    "15458": "Assistant: SOLUTION: Santa Fe is the capital of New Mexico.\n The answer is B.",
+    "15461": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The second answer choice contains a vague pronoun reference. The pronoun it could refer to her scooter or Mr. Chang's car.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with her scooter.\nWhen Emma parked her scooter next to Mr. Chang's car, she noticed that her scooter had a flat tire.\n The answer is B.",
+    "15463": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Africa.\n The answer is C.",
+    "15475": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion David and Goliath is the Bible.\nIn the Bible, a young man named David slays Goliath, a giant and champion warrior, using nothing more than a sling and a stone.\nThe allusion David and Goliath means involving unequal rivals.\n The answer is A.",
+    "15478": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer.\nSOLUTION: The better estimate for the length of a paintbrush is 25 centimeters.\n25 kilometers is too long.\n The answer is A.",
+    "15486": "Assistant: SOLUTION: This country is Haiti.\nDoes Haiti have any territorial disputes?\nHaiti claims to own Navassa Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nNavassa Island is also claimed by the United States. The United States claimed the island in 1857 and has controlled it since then. But Haiti considers the island part of its territory and has protested the United States' claim since this time. No one lives on the island. Today, it is a nature preserve.\n The answer is A.",
+    "15487": "Assistant: LECTURE: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.\n The answer is C.",
+    "15488": "Assistant: SOLUTION: The colony is Pennsylvania.\n The answer is A.",
+    "15494": "Assistant: LECTURE: Animal cells are made up of many different parts. Each cell part has a function that helps the cell survive and grow.\nSome cell parts are called organelles. Organelles are cell structures that are surrounded by their own membranes. Here are some of the organelles in animal cells:\nMitochondria help the cell get the energy it needs. Mitochondria break down sugar and release energy that the cell can use for all of its activities.\nThe nucleus directs cell activities by sending instructions to different parts of the cell. The nucleus contains structures called chromosomes. The chromosomes are made mostly of hereditary material called DNA. DNA contains information that the cell uses for growth and activities. These instructions tell ribosomes how to build molecules called proteins, which make up cell structures and help chemical reactions happen in the cell.\nThe endoplasmic reticulum is an organelle that helps ribosomes build proteins. The nucleus sends instructions for making proteins to ribosomes. Ribosomes can attach to the endoplamic reticulum. The endoplasmic reticulum and ribosomes use these instructions to make proteins that the cell needs to survive and grow.\nAfter proteins are made in the endoplasmic reticulum, they can be transferred to the Golgi. The Golgi is an organelle made up of flat, stacked membranes. The Golgi sorts and packages proteins and other substances. Then, the Golgi sends these substances to different parts of the cell. Some of these substances are sent to the cell membrane and released from the cell.\nAnimal cells also have organelles for storage and waste removal. The vacuoles store sugar and other nutrients. The lysosomes break down worn-out cell parts and other waste. Animal cells usually have several vacuoles and lysosomes.\nOther cell parts are not surrounded by their own membranes. These cell parts are not organelles.\nThe cell membrane is a thin layer that surrounds and protects the cell. This layer is a membrane, but it does not have a membrane surrounding it, so it is not an organelle. The cell membrane controls which substances enter and leave the cell.\nThe cytoplasm is a thick liquid that fills the space inside the cell. The cytoplasm also helps the cell keep its shape and supports the other cell parts.\nSOLUTION: Vacuoles fill most of the space inside animal cells. If an animal cell has many vacuoles, they will take up most of the space inside the cell.\n The answer is A.",
+    "15497": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Stuart's genotype for the whisker type gene is hh. Stuart's genotype of hh has only h alleles. The h allele is for curved whiskers. So, Stuart's phenotype for the whisker type trait must be curved whiskers.\nTo check this answer, consider whether Stuart's alleles are dominant or recessive. The allele for curved whiskers (h) is recessive to the allele for straight whiskers (H). This means H is a dominant allele, and h is a recessive allele.\nStuart's genotype of hh has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Stuart's phenotype for the whisker type trait must be curved whiskers.\n The answer is A.",
+    "15506": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Mabel is telling the truth because she says she never lies. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning.\n The answer is A.",
+    "15512": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. Remy's observable version of the body hair trait is a hairy body. So, Remy's phenotype for the body hair trait is a hairy body.\n The answer is B.",
+    "15516": "Assistant: LECTURE: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there\nSOLUTION: A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Salt Point State Park have daily flooding and draining of seawater. They also have water that is rich in nutrients.\n The answer is A.",
+    "15524": "Assistant: SOLUTION: Boise is the capital of Idaho.\n The answer is D.",
+    "15525": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nSOLUTION: The text uses personification, giving human characteristics to nonhuman things.\nAngry swells suggests that the sea was fierce. The words swells and angry describe the sea as if it were a person who is upset.\n The answer is A.",
+    "15528": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the painted turtle.\nThe painted turtle has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth. The hard shell makes it difficult for predators to hurt or kill the painted turtle.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe nautilus has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth.\nThe eastern rat snake has soft scales covering its skin. Its body is not adapted for protection against predators with sharp teeth.\n The answer is B.",
+    "15530": "Assistant: LECTURE: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw.\nSOLUTION: The first sentence states a fact.\nThe Stone Forest in southern China is a cluster of ancient limestone pillars.\nIt can be proved by looking up information about the Stone Forest.\nThe second sentence states an opinion.\nOnly a fool would travel all the way to China to see rocks.\nFool shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes someone a fool.\n The answer is B.",
+    "15534": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nEastern Colorado is part of the Great Plains. On October 19, 1988, a thunderstorm near the town of La Junta produced winds of 63 miles per hour.\nThe underlined part of the passage tells you about the wind speed in Eastern Colorado on October 19, 1988. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is B.",
+    "15541": "Assistant: SOLUTION: This country is Samoa.\n The answer is D.",
+    "15546": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nSOLUTION: The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction if.\nYou will attract more customers if you extend the sale through the weekend.\n The answer is A.",
+    "15552": "Assistant: LECTURE: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.\nIn a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.\nThe original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.\nThe substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.\nSo, in a chemical reaction, reactants go through a chemical change to form products.\nSOLUTION: Read the underlined text carefully. Look for information about what happens to nitrous oxide in this chemical reaction.\nTo help relieve pain during a dental visit, a dentist may give a patient nitrous oxide. Nitrous oxide is made in factories by carefully heating ammonium nitrate. At 170\u00b0C, ammonium nitrate breaks down and forms a mixture of nitrous oxide gas and water vapor. After the mixture is collected, the water vapor is separated from the nitrous oxide gas.\nThe underlined text tells you that nitrous oxide forms when ammonium nitrate breaks down. Because nitrous oxide is produced by this chemical reaction, nitrous oxide is a product.\n The answer is B.",
+    "15556": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nSOLUTION: All three crayons have the same mass but different temperatures. Since the 91\u00b0F crayon is the hottest, it has the most thermal energy.\n The answer is A.",
+    "15560": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Santiago is a remarkable cellist because he plays the cello well. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning.\n The answer is B.",
+    "15562": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun he could refer to Brian or his brother.\nBrian had to stay home with his brother because he wasn't feeling well.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nBrian's brother wasn't feeling well, so Brian had to stay home with him.\n The answer is A.",
+    "15569": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nDhaka is the capital of Bangladesh, a country in southern Asia. The city is humid most days of the year.\nThe underlined part of the passage tells you about the usual pattern of humidity in Dhaka. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is A.",
+    "15573": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The second text uses random in its traditional sense: made or occurring without a definite pattern.\nAt the grocery store, Jayla hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food.\nThe first text uses random in its nontraditional sense: odd or out of place.\nJayla made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food.\nMost style guides recommend to avoid using the nontraditional sense of the word random because it is generally considered incorrect.\n The answer is A.",
+    "15575": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses an oxymoron, a joining of two seemingly contradictory terms.\nWorking vacation is a contradiction, because going on a vacation implies that you are taking a break from work.\n The answer is B.",
+    "15576": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is B.",
+    "15585": "Assistant: LECTURE: In English, words are not capitalized unless they are important in a sentence. If a word is not important in a sentence, it should not be capitalized.\nImportant words are usually nouns, verbs, and adjectives. It is not important in a sentence to capitalize words that are not important.\nFor example, in the sentence \"I knocked on the door of the house,\" the word of is not important in the sentence. So, it should not be capitalized.\nSOLUTION: Capitalize the important words in a sentence. The word of is not important, so it should not be capitalized.\nThe correct title is Life of Pi.\n The answer is A.",
+    "15591": "Assistant: LECTURE: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there\nSOLUTION: A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, Scarborough Marsh has land that is covered with water during most of the year. It also has other water ecosystems nearby.\n The answer is A.",
+    "15594": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.\nSOLUTION: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nTwo hemorrhages apiece is an exaggeration, since it is unlikely that Salinger's parents would actually have two hemorrhages each.\n The answer is B.",
+    "15595": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses an oxymoron, a joining of two seemingly contradictory terms.\nOld news is a contradiction, because news is recent information.\n The answer is B.",
+    "15596": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.\nSOLUTION: Look at the picture of the flamingo.\nLong legs help the flamingo keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe great egret has long, thin legs. Its legs are adapted for wading.\nThe African fish eagle has short legs. Its legs are not adapted for wading. The African fish eagle uses its legs to walk and perch.\n The answer is B.",
+    "15601": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of a full bag of groceries is 8 pounds.\n8 ounces is too light and 8 tons is too heavy.\n The answer is B.",
+    "15602": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.\nSOLUTION: The air from a hair dryer is a gas. A gas expands to fill a space.\nA hair dryer uses a fan to blow warm air out. When the air leaves the hair dryer, the air expands to fill a much larger space.\n The answer is A.",
+    "15606": "Assistant: SOLUTION: Look at the text in bold below. It tells you why adult cats meow.\nWhile kittens meow to their mothers, they stop once they are old enough to take care of themselves. At that point, cats use smell, touch, and body language to talk to each other. So if adult cats aren't making noise for each other, why do cats meow? Cats meow to talk with their humans!\n The answer is C.",
+    "15614": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The second sentence is less formal. You can tell because it uses overly simple or imprecise language (are about to, higher).\nThe first sentence uses more precise language, so it is more formal overall.\n The answer is B.",
+    "15623": "Assistant: LECTURE: In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes\nSOLUTION: Daphnia pulex is an animal. Animals are made up of many cells.\n The answer is A.",
+    "15627": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nSOLUTION: Look at the object.\nThink about each property.\nStretchy is a property. The bubble gum is stretchy.\nBlue is a color.\nThis color is blue. The bubble gum is not blue.\n The answer is B.",
+    "15630": "Assistant: LECTURE: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same\nSOLUTION: Think about how the distance between Caleb and the center of Earth changed.\nThe second floor is higher than the first floor. As he rode the escalator toward the second floor, the distance between Caleb and the center of Earth increased. So, the gravitational potential energy stored between Caleb and Earth increased as he rode the escalator.\n The answer is A.",
+    "15632": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSOLUTION: Look at the picture of the jacket.\nThe jacket is made of clay.\nClay is a soft, flexible material. When clay dries out, it can become very hard.\n The answer is B.",
+    "15636": "Assistant:\n The answer is B.",
+    "15637": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Pennsylvania is farthest north.\n The answer is D.",
+    "15642": "Assistant: SOLUTION: This country is Solomon Islands.\n The answer is A.",
+    "15645": "Assistant: SOLUTION: This country is Solomon Islands.\n The answer is B.",
+    "15646": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence is a statement and ends with a period. It is a declarative sentence.\n The answer is A.",
+    "15651": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A book should be in italics.\nThe correct title is **With an Open Heart**.\n The answer is B.",
+    "15652": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.\nSOLUTION: The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.\n The answer is B.",
+    "15658": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nSOLUTION: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction but.\nI followed Vicky's recipe, but my chicken pot pie tasted nothing like hers.\n The answer is A.",
+    "15662": "Assistant: LECTURE: A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers.\nSOLUTION: The theater is in column 4.\n The answer is B.",
+    "15665": "Assistant: LECTURE: A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.\nSOLUTION: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.\nMy uncle just moved to Italy, so he will need to learn Italian.\n The answer is A.",
+    "15668": "Assistant: LECTURE: A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks.\nSOLUTION: This is a run-on sentence. It is a comma splice formed from two sentences run together, joined by just a comma.\nIn the early 1960 s, Alan and Doris Litman, a couple in Pittsburgh, invented mace (a nontoxic tear gas), after one of Doris's colleagues was mugged, the Litmans wanted to create a safe product that women could use in self-defense.\nHere is one way to fix the run-on sentence:\nIn the early 1960 s, Alan and Doris Litman, a couple in Pittsburgh, invented mace (a nontoxic tear gas). They wanted to create a safe product that women could use in self-defense.\n The answer is A.",
+    "15670": "Assistant:\n The answer is A.",
+    "15675": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "15684": "Assistant: SOLUTION: Boise is the capital of Idaho.\n The answer is D.",
+    "15696": "Assistant: SOLUTION: This country is the Federated States of Micronesia.\n The answer is D.",
+    "15701": "Assistant: SOLUTION: Honolulu is the capital of Hawaii.\n The answer is C.",
+    "15702": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses allusion, a brief reference to someone or something well known.\nHerculean alludes to Hercules, a Greek mythological character who was exceptionally strong.\n The answer is B.",
+    "15705": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.\n The answer is C.",
+    "15706": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.\nSOLUTION: A T-shirt is a solid. You can fold a T-shirt. But it will still have a size and shape of its own.\n The answer is C.",
+    "15710": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Casper's genotype for the Tobiano patterning gene is BB. Casper's genotype of BB has only B allelles. The B allele is for having Tobiano patterning. So, Casper's phenotype for the Tobiano patterning trait must be having Tobiano patterning.\nTo check this answer, consider whether Casper's alleles are dominant or recessive. The allele for having Tobiano patterning (B) is dominant over the allele for not having Tobiano patterning (b). This means B is a dominant allele, and b is a recessive allele.\nCasper's genotype of BB has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Casper's phenotype for the Tobiano patterning trait must be having Tobiano patterning.\n The answer is B.",
+    "15712": "Assistant: LECTURE: A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping.\nSOLUTION: The second sentence states a fact.\nIn hot-air balloons, passengers ride in baskets.\nIt can be proved by reading a book about hot-air balloons.\nThe first sentence states an opinion.\nRiding in a hot-air balloon is more exciting than flying in a plane.\nMore exciting shows what a person believes, thinks, or feels. Another person might have a different opinion about which is more exciting.\n The answer is B.",
+    "15718": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Devon is capitalized because it is a proper noun.\n The answer is A.",
+    "15725": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 1-kilogram brick at 70\u00b0F has half as much thermal energy as a 2-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the smaller brick has half as many atoms. So, it has half as much thermal energy.\nSOLUTION: The two cookies are made of the same material and have the same mass. So, the colder cookie has less thermal energy.\n The answer is B.",
+    "15737": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses ironic in its traditional sense: contrary to what was intended, often in an amusing way. It's ironic because Clarence tried to get away from the snow but found himself in a snowstorm regardless.\nLast winter, Clarence took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.\nThe second text uses ironic in its nontraditional sense: marked by coincidence. It was a coincidence that Clarence's friends were in Florida the week before.\nLast winter, Clarence took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.\nMost style guides recommend to avoid using the nontraditional sense of the word ironic because it is generally considered incorrect.\n The answer is A.",
+    "15740": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince source is between the guide words shack - spade, it would be found on that page.\n The answer is B.",
+    "15749": "Assistant: SOLUTION: This country is Fiji.\n The answer is B.",
+    "15763": "Assistant: SOLUTION: Phoenix is the capital of Arizona.\n The answer is B.",
+    "15765": "Assistant: SOLUTION: Topeka is the capital of Kansas.\n The answer is C.",
+    "15767": "Assistant: LECTURE: A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nSOLUTION: The temperature of each bottle increased, which means that the thermal energy of each bottle increased. So, thermal energy was transferred from the surroundings to each bottle.\n The answer is A.",
+    "15772": "Assistant: SOLUTION: Look at the table and images.\nShivani wants broccoli. Austin wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is B.",
+    "15787": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.\n The answer is B.",
+    "15790": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nSOLUTION: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism gently loved means the items were not new. Gently loved is a nicer way of referring to used items.\n The answer is B.",
+    "15791": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.\nSOLUTION: Look at the picture of the European nightjar.\nA short, thin beak is light and easy to move. The European nightjar uses its beak to grab fast-moving insects while flying.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe sand martin has a short, thin beak. Its beak is adapted to catch insects.\nThe hanging parrot has a small hooked beak. Its beak is not adapted to catch insects. The hanging parrot uses its beak to eat fruit and seeds.\n The answer is B.",
+    "15794": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nRust forming on a metal gate is a chemical change. As the gate rusts, the metal turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.\nBurning food on a stove is a chemical change. When the food burns, the type of matter in it changes. The food turns black and gives off smoke.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBurning is caused by heating. But rust forming on a metal gate is not.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is D.",
+    "15799": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Asia.\n The answer is C.",
+    "15807": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nMixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before.\nLoose matter such as sand is called sediment. Sediment settling to the bottom of a muddy puddle is a physical change.\nThe sediment sinks, and the water above becomes clearer. This separates the water from the sediment. But separating a mixture does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is D.",
+    "15810": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\nSOLUTION: Use the model to determine whether iodine is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the ball-and-stick model shown above, both of the balls are the same color:\n. The legend shows that purple represents the chemical element with the atomic symbol I. So, the model shows you that a molecule of iodine is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that iodine is composed of only one chemical element. So, iodine is an elementary substance.\n The answer is A.",
+    "15813": "Assistant: SOLUTION: Indianapolis is the capital of Indiana.\n The answer is D.",
+    "15815": "Assistant: SOLUTION: Richmond is the capital of Virginia.\n The answer is B.",
+    "15821": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Mayor Stanley wants people to give up their cars. However, this misrepresents Mayor Stanley's argument. Mayor Stanley only wants to create more bike lanes. This illustrates a type of logical fallacy known as a straw man.\n The answer is B.",
+    "15826": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.\nSOLUTION: The text uses apostrophe, a direct address to an absent person or a nonhuman entity.\nFair river is a direct address to the river, a nonhuman entity.\n The answer is A.",
+    "15829": "Assistant: LECTURE: Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds.\nSOLUTION: The words star and far rhyme. They both end with the ar sound.\nThe word her does not rhyme. It ends with a different sound.\n The answer is B.",
+    "15831": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.\n The answer is A.",
+    "15835": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "15841": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. The pea plant's observable version of the pea shape trait is wrinkled peas. So, the plant's phenotype for the pea shape trait is wrinkled peas.\n The answer is A.",
+    "15850": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence.\n The answer is B.",
+    "15853": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses verbal irony, which involves saying one thing but implying something very different.\nSleeping through the rooster's crowing was no problem ironically suggests that Jasper slept poorly. Jasper was tired, so the rooster's crowing was clearly a problem.\n The answer is B.",
+    "15857": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.\nSOLUTION: The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.\n The answer is C.",
+    "15858": "Assistant: SOLUTION: The colony is Pennsylvania.\n The answer is D.",
+    "15866": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nSOLUTION: Look at the object.\nThink about each property.\nA hard object does not change shape when pressed or squeezed. The slippers are not hard.\nBlue is a color.\nThis color is blue. The slippers are blue.\n The answer is A.",
+    "15867": "Assistant: LECTURE: A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing.\nSOLUTION: A bubble map uses lines or arrows to connect things that are related. This bubble map shows information about different kinds of marsupials.\nFollow the lines and arrows to see what each kind of marsupial eats. Kangaroos eat grass. So, kangaroos are grass-eating marsupials.\n The answer is A.",
+    "15872": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is simple. It is a single independent clause.\nThe right hemisphere of the human brain typically controls muscle movement on the left side of the body.\n The answer is C.",
+    "15874": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nMelting wax is a change of state. So, it is a physical change. The wax changes from solid to liquid. But it is still made of the same type of matter.\nKnitting yarn into a scarf is a physical change. The yarn gets a different shape, but it is still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nWax melting is caused by heating. But knitting yarn is not.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is C.",
+    "15885": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. The yarn pom pom and the stuffed dice are not transparent.\nA bouncy object will bounce back from the floor if you drop it. The yarn pom pom and the stuffed dice are not bouncy.\nBlue is a color.\nThis color is blue. All three objects are blue.\nThe property that all three objects have in common is blue.\n The answer is B.",
+    "15891": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses verbal irony, which involves saying one thing but implying something very different.\nAs soft as concrete shows verbal irony because concrete is not soft.\n The answer is B.",
+    "15900": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nBreaking a ceramic plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter.\nWater vapor condensing on a bathroom mirror is a change of state. So, it is a physical change. The water changes state from gas in the air to liquid water on the mirror. But the water vapor and the liquid water are both made of water.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nWater vapor condensing is caused by cooling. But breaking a ceramic plate is not.\n The answer is C.",
+    "15902": "Assistant: SOLUTION: Columbia is the capital of South Carolina.\n The answer is C.",
+    "15908": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion fifteen minutes is modern history.\nIn a catalog that accompanied an exhibit of his work, pop artist Andy Warhol said, \"In the future, everybody will be world-famous for fifteen minutes,\" meaning that fame would be briefly available even to those who did nothing spectacular.\nThe allusion fifteen minutes means a temporary moment of celebrity status.\n The answer is B.",
+    "15913": "Assistant: LECTURE: Rocks are made of minerals. Here are some properties of rocks:\nThey are solid.\nThey are formed in nature.\nThey are not made by living things.\nThey are not pure substances.\nSOLUTION: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.\nTrachyte is a rock.\nScoria is a rock.\nPlastic is made in a factory. But all rocks are formed in nature.\nSo, plastic is not a rock.\n The answer is C.",
+    "15917": "Assistant: LECTURE: Evidence is information that tells you something happened.\nHow do you look for evidence of a change to an object's kinetic energy?\nFirst, identify the object's initial kinetic energy. Then, identify the object's final kinetic energy. The difference between these two types of energy is the object's changed kinetic energy.\nSOLUTION: The passage tells you that when Ellen started pedaling her bike, she began moving along the street. This means that Ellen's kinetic energy started moving. So, when Ellen started pedaling, her kinetic energy changed.\n The answer is A.",
+    "15923": "Assistant: SOLUTION: This state is Nebraska.\n The answer is A.",
+    "15930": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince load is not between the guide words lent - livestock, it would not be found on that page.\n The answer is A.",
+    "15932": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in past tense. You can tell because it uses a past-tense verb, stirred. The verb ends in -ed and tells you about something that has already happened.\n The answer is B.",
+    "15934": "Assistant: LECTURE: Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.\nSOLUTION: To describe the average precipitation trends in Atlanta, look at the graph.\nChoice \"Oct\" is incorrect.\nChoice \"October has the highest average precipitation.\" is incorrect.\nMost other months have a slightly higher average precipitation than October.\nChoice \"Atlanta has a rainy season and a dry season.\" is incorrect.\nThe average monthly precipitation does not change much throughout the year. Every month has rain, and there is no dry season.\nChoice \"Precipitation does not change much from month to month in Atlanta.\" is incorrect.\nThe average monthly precipitation changes only slightly throughout the year.\n The answer is C.",
+    "15938": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is C.",
+    "15943": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince aviator is between the guide words academy - apparent, it would be found on that page.\n The answer is B.",
+    "15950": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.\nSally is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years.\n The answer is D.",
+    "15956": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.\n The answer is B.",
+    "15958": "Assistant: LECTURE: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same\nSOLUTION: Think about how the distance between the sled and the center of Earth changed.\nThe bottom of the hill was lower than the point where Rita started sledding. As Rita rode toward the bottom of the hill, the distance between the sled and the center of Earth decreased. So, the gravitational potential energy stored between the sled and Earth decreased as Rita rode down the hill.\n The answer is A.",
+    "15960": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles.\n The answer is C.",
+    "15967": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of a paper drinking cup is 115 milliliters.\n115 liters is too much.\n The answer is B.",
+    "15971": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "15976": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Matthew sat down on the rickety old chair, it abruptly collapsed beneath him.\n The answer is B.",
+    "15978": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nSOLUTION: The two bricks have the same mass but different temperatures. Since the 385\u00b0F brick is colder than the 390\u00b0F brick, it has less thermal energy.\n The answer is A.",
+    "15981": "Assistant: SOLUTION: Springfield is the capital of Illinois.\n The answer is B.",
+    "15983": "Assistant: SOLUTION: Look at the legend.\nThe colonies are shaded by region, and the New England Colonies are all shaded the same color. They start at the top of the map and go all the way down to the coast.\n The answer is B.",
+    "15984": "Assistant: LECTURE: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells.\nSOLUTION: Smooth is a property. A smooth material is not rough or bumpy.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the plastic bucket is smoother. If you touch a plastic bucket, it will not feel rough or bumpy.\n The answer is A.",
+    "16002": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is B.",
+    "16004": "Assistant:\n The answer is B.",
+    "16010": "Assistant: SOLUTION: Sacramento is the capital of California.\n The answer is B.",
+    "16011": "Assistant: LECTURE: A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.\nSOLUTION: Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is younger:\nThe insect fossil is in a shallower layer in the rock sequence than the ginkgo leaf fossil. So, the insect fossil is most likely younger than the ginkgo leaf fossil.\n The answer is B.",
+    "16012": "Assistant: SOLUTION: This country is Saint Vincent and the Grenadines.\n The answer is D.",
+    "16015": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince hole is not between the guide words hello - hire, it would not be found on that page.\n The answer is B.",
+    "16016": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nAbout half of the days each year are partly cloudy in Honolulu, Hawaii.\nThis passage tells you about the usual pattern of clouds in Honolulu. It does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is A.",
+    "16025": "Assistant: LECTURE: Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.\nSOLUTION: A whiptail lizard is a reptile. Like other reptiles, a whiptail lizard is a vertebrate. It has a backbone.\nA minnow is a fish. Like other fish, a minnow is a vertebrate. It has a backbone.\nA cockatoo is a bird. Like other birds, a cockatoo is a vertebrate. It has a backbone.\nA cricket is an insect. Like other insects, a cricket is an invertebrate. It does not have a backbone. It has an exoskeleton.\n The answer is C.",
+    "16026": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Arizona is farthest west.\n The answer is D.",
+    "16027": "Assistant: SOLUTION: Look at the definitions.\nPutting the definitions together, an independent city-state is a self-ruling city with its own government. So, a city-state rules itself and is not part of a larger country.\nThe ancient Greeks called a city-state a polis, which was the ancient Greek word for city. Today, the root word \"polis\" is in the name of many cities, such as Minneapolis in Minnesota or Annapolis in Maryland.\n The answer is B.",
+    "16035": "Assistant: LECTURE: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.\nSOLUTION: An arrowhead is a solid. A solid has a size and shape of its own.\nAn arrowhead is made of rock.\n The answer is A.",
+    "16042": "Assistant: SOLUTION: Raleigh is the capital of North Carolina.\n The answer is D.",
+    "16045": "Assistant: SOLUTION: Cheyenne is the capital of Wyoming.\n The answer is D.",
+    "16046": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow!\nSOLUTION: The sentence asks something, and it ends with a question mark. It is an interrogative sentence.\n The answer is B.",
+    "16048": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is A.",
+    "16049": "Assistant: LECTURE: A force is a push or a pull that one object applies to a second object.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.\nSOLUTION: The boy applies a force to the shopping cart to move it forward. The direction of this force is away from the boy. This force is a push.\n The answer is B.",
+    "16050": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "16057": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Pollyanna is literature.\nThe character Pollyanna, from Eleanor Porter's children's book, is a young girl who finds good in everything and everyone.\nThe allusion Pollyanna means an overly optimistic person.\n The answer is A.",
+    "16063": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "16067": "Assistant: SOLUTION: Look at the table and images.\nKrysta wants broccoli. Malik wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is D.",
+    "16069": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The second sentence is less formal. You can tell because it uses overly simple or imprecise language (gets, a lot).\nThe first sentence uses more precise language, so it is more formal overall.\n The answer is B.",
+    "16106": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the Gobi Desert has long, cold winters. It also has a small amount of rain or snow.\n The answer is A.",
+    "16113": "Assistant: SOLUTION: Look at the map of the Mongol Empire.\nThe map shows that the Mongol Empire controlled most of Asia. It also shows that the Mongol Empire reached into Eastern Europe.\n The answer is A.",
+    "16115": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Asia.\n The answer is C.",
+    "16118": "Assistant: SOLUTION: Salem is the capital of Oregon.\n The answer is C.",
+    "16119": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The second sentence is less formal. You can tell because it uses conversational language (real quick).\nThe first sentence uses formal language in place of the conversational language, so it is more formal overall.\n The answer is B.",
+    "16122": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince soil is between the guide words silver - strait, it would be found on that page.\n The answer is A.",
+    "16126": "Assistant: SOLUTION: These are two ways in which fruit bats are different from most other animals:\nThey can communicate with each other about specific problems.\nThe first paragraph states that bats have special sounds for talking about specific issues.\nThey can communicate with many kinds of animals.\nThe first paragraph also states that bats are one of the few species that will direct calls to another individual.\nThese things are not stated in the text:\nThey can communicate with many kinds of animals.\nThey can understand some human speech.\n The answer is B.",
+    "16127": "Assistant: SOLUTION: Boston is the capital of Massachusetts.\n The answer is D.",
+    "16139": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses verbal irony, which involves saying one thing but implying something very different.\nNothing I love more shows verbal irony because Mr. Fowler is probably upset that there isn't anything to eat.\n The answer is A.",
+    "16141": "Assistant: SOLUTION: This country is the Federated States of Micronesia.\n The answer is D.",
+    "16145": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Georgia is farthest east.\n The answer is A.",
+    "16147": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "16156": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nSOLUTION: The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction when.\nDeion was playing the piano in the living room when Dad called him for dinner.\n The answer is A.",
+    "16162": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nSOLUTION: Look at the object.\nThink about each property.\nA soft object changes shape when you squeeze it. The towel is soft.\nA bouncy object will bounce back from the floor if you drop it. The towel is not bouncy.\n The answer is A.",
+    "16169": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A great gray owl's scientific name is Strix nebulosa. The first word of its scientific name is Strix.\nCyanocitta cristata is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta cristata and Strix nebulosa are not in the same genus.\nStrix aluco is in the genus Strix. The first word of its scientific name is Strix. So, Strix aluco and Strix nebulosa are in the same genus.\nCyanocitta stelleri is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta stelleri and Strix nebulosa are not in the same genus.\n The answer is B.",
+    "16180": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.\n The answer is C.",
+    "16182": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: You need to determine Zuri's phenotype for the coat pattern trait. First, consider the alleles in Zuri's genotype for the coat pattern gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for a spotted coat (A) is dominant over the allele for a black coat (a). This means A is a dominant allele, and a is a recessive allele.\nZuri's genotype of Aa has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Zuri's phenotype for the coat pattern trait must be a spotted coat.\n The answer is A.",
+    "16183": "Assistant: LECTURE: A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.\nSOLUTION: Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe insect fossil is in a deeper layer in the rock sequence than the ginkgo leaf fossil. So, the insect fossil is most likely older than the ginkgo leaf fossil.\n The answer is A.",
+    "16186": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nSOLUTION: All three oranges have the same mass but different temperatures. Since the 68\u00b0F orange is the hottest, it has the most thermal energy.\n The answer is C.",
+    "16193": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.\nSOLUTION: The best estimate for the volume of a small beach bucket is 5 cups.\n5 fluid ounces is too little and 5 gallons is too much.\n The answer is A.",
+    "16196": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the golden dart frog.\nThe golden dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the golden dart frog is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe sharpnose-puffer has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators.\nThe lichen katydid has green and white patches on its body. Its skin is not adapted to be a warning sign that wards off predators.\n The answer is B.",
+    "16199": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence tells about something, and it ends with a period. It is a declarative sentence.\n The answer is C.",
+    "16203": "Assistant: LECTURE: Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the ip sound.\nThe words lake and make rhyme. They both end with the ake sound.\nThe words tip and lake don't rhyme. They end with different sounds.\nSOLUTION: The words fine and nine rhyme. They both end with the ine sound.\nThe word pail does not rhyme. It ends with a different sound.\n The answer is A.",
+    "16209": "Assistant: LECTURE: An object's velocity describes its speed and its direction.\nAn object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:\nmoving in a straight line at a constant speed, or\nremaining motionless.\nIf an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:\nspeeding up,\nslowing down, or\nchanging direction.\nSOLUTION: The sailboat is speeding up. So, the sailboat is accelerating.\n The answer is A.",
+    "16213": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nSOLUTION: The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.\n The answer is A.",
+    "16219": "Assistant: LECTURE: Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.\nThe food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.\nConsumers eat other organisms. There can be several kinds of consumers in a food chain:\nA primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.\nA secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.\nA tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.\nA top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer!\nSOLUTION: In this food chain, the katydid is a primary consumer because it eats a producer. The producer in this food chain is the green leaf.\n The answer is C.",
+    "16221": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nSOLUTION: The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.\n The answer is B.",
+    "16223": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.\n The answer is B.",
+    "16235": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nSOLUTION: The text uses a metaphor, comparing two things that are not actually alike without using like or as.\nThe metaphor Amanda felt a roller coaster of emotions suggests that Amanda had varied feelings. A roller coaster has a dramatic mix of ups and downs, and so do Amanda's feelings.\n The answer is B.",
+    "16240": "Assistant: LECTURE: The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury\nSOLUTION: The ad appeals to logos, or reason. It uses a specific figure (more than 10% increase) and compares it to a metal (gold) and a food (sugar).\n The answer is B.",
+    "16242": "Assistant: LECTURE: Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n\nSOLUTION: Plagioclase has all the properties of a mineral. So, plagioclase is a mineral.\n The answer is B.",
+    "16243": "Assistant: LECTURE: Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food.\nSOLUTION: An avocado tree is a plant. It has green leaves.\nAvocado trees can grow to over 100 feet tall!\nA cobra is an animal. It eats small animals.\nMost cobras have a wide, flat hood below their head. A cobra can display its hood to scare away a predator.\n The answer is B.",
+    "16245": "Assistant: SOLUTION: The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.\n The answer is B.",
+    "16246": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: You need to determine Skip's phenotype for the horns trait. First, consider the alleles in Skip's genotype for the horns gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for having horns (h) is recessive to the allele for not having horns (H). This means H is a dominant allele, and h is a recessive allele.\nSkip's genotype of Hh has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Skip's phenotype for the horns trait must be not having horns.\n The answer is A.",
+    "16252": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Jaden can't be trusted with money, because his uncle embezzled money. However, even though his uncle couldn't be trusted with money, that doesn't necessarily mean that Jaden can't be trusted with it. This illustrates a type of logical fallacy known as guilt by association.\n The answer is B.",
+    "16253": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses verbal irony, which involves saying one thing but implying something very different.\nAs tidy as an overgrown garden shows verbal irony because an overgrown garden is not tidy.\n The answer is B.",
+    "16276": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is B.",
+    "16279": "Assistant: SOLUTION: Providence is the capital of Rhode Island.\n The answer is C.",
+    "16293": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Atlantic Ocean.\n The answer is A.",
+    "16297": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: The Nile tilapia fish's genotype for the body color gene is bb. The Nile tilapia fish's genotype of bb has only b alleles. The b allele is for a pink body. So, the Nile tilapia fish's phenotype for the body color trait must be a pink body.\nTo check this answer, consider whether the Nile tilapia fish's alleles are dominant or recessive. The allele for a pink body (b) is recessive to the allele for a greenish-brown body (B). This means B is a dominant allele, and b is a recessive allele.\nThe Nile tilapia fish's genotype of bb has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the Nile tilapia fish's phenotype for the body color trait must be a pink body.\n The answer is B.",
+    "16301": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Daffodil's genotype for the horns gene is hh. Daffodil's genotype of hh has only h alleles. The h allele is for having horns. So, Daffodil's phenotype for the horns trait must be having horns.\nTo check this answer, consider whether Daffodil's alleles are dominant or recessive. The allele for having horns (h) is recessive to the allele for not having horns (H). This means H is a dominant allele, and h is a recessive allele.\nDaffodil's genotype of hh has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Daffodil's phenotype for the horns trait must be having horns.\n The answer is B.",
+    "16304": "Assistant: LECTURE: Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n\nSOLUTION: Eclogite does not have all the properties of a mineral. So, eclogite is not a mineral.\n The answer is A.",
+    "16315": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The first sentence is less formal. You can tell because it uses overly simple or imprecise language (invited to come).\nThe second sentence uses more precise language, so it is more formal overall.\n The answer is B.",
+    "16319": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nIt was snowing in London on January 1, 1969.\nThis passage tells you about the snowfall in London on January 1, 1969. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is A.",
+    "16325": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. The pea plant's observable version of the pea color trait is green peas. So, the plant's phenotype for the pea color trait is green peas.\n The answer is A.",
+    "16326": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses a pun, a word or phrase that humorously suggests more than one meaning.\nHurdle refers to an obstacle that one must overcome. It also refers to an object that a runner jumps over.\n The answer is B.",
+    "16327": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the newspaper.\n\"This morning, the newspaper said that Lucy Morton won the mayoral election in Allenville,\" Josh remarked to his sister.\n The answer is B.",
+    "16338": "Assistant: LECTURE: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it.\nSOLUTION: Stretchy is a property. A stretchy material gets longer when you pull on it.\nLook at each picture, one at a time. Imagine pulling on the material shown in each picture.\nOf the choices, the rubber balloons would stretch the most. If you pull on a rubber balloon, it will get longer.\n The answer is B.",
+    "16339": "Assistant: LECTURE: Evidence is information that tells you something happened.\nHow do you look for evidence of a change to an object's energy?\nThere are many types of energy. One type is kinetic energy, which is the energy an object has when it is moving.\nIf an object's kinetic energy changes, the object's speed or direction may change.\nSOLUTION: Look at the passage. It tells you what happened to the train's kinetic energy.\nAt an amusement park, a group of riders boarded a roller coaster train and sat down.\nOnce everyone was safely in their seats, the ride operator flipped a switch, and electricity flowed to a motor below the track. The motor pulled the train forward and out of the station.\n The answer is B.",
+    "16340": "Assistant: SOLUTION: Rick wanted broccoli in his lunch and Felix was hoping for tomatoes. Look at the labeled part of the images.\nRick has tomatoes. Felix has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is A.",
+    "16347": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Blaze's genotype for the horns gene is hh. Blaze's genotype of hh has only h alleles. The h allele is for having horns. So, Blaze's phenotype for the horns trait must be having horns.\nTo check this answer, consider whether Blaze's alleles are dominant or recessive. The allele for not having horns (H) is dominant over the allele for having horns (h). This means H is a dominant allele, and h is a recessive allele.\nBlaze's genotype of hh has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Blaze's phenotype for the horns trait must be having horns.\n The answer is B.",
+    "16348": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of a bowl of ice cream is 35\u00b0F.\n35\u00b0C is too hot.\n The answer is A.",
+    "16356": "Assistant: SOLUTION: The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.\n The answer is C.",
+    "16366": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.\nSOLUTION: Look at the picture of the Eurasian spoonbill.\nLong legs help the Eurasian spoonbill keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe shoebill has long, thin legs. Its legs are adapted for wading.\nThe satin bowerbird has short legs. Its legs are not adapted for wading. The satin bowerbird uses its legs to walk and perch.\n The answer is A.",
+    "16372": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A gray wolf is a mammal. It has fur and feeds its young milk.\nA Hermann's tortoise is a reptile. It has scaly, waterproof skin.\n The answer is A.",
+    "16374": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The first sentence is less formal. You can tell because it uses a contraction (didn't).\nThe second sentence does not use a contraction, so it is more formal.\n The answer is B.",
+    "16379": "Assistant: SOLUTION: This country is the Dominican Republic.\nWhy does the Dominican Republic share its island with another country?\nThe Dominican Republic and Haiti share the island of Hispaniola. It is home to the earliest European settlements in the Americas. Christopher Columbus founded the first European settlement on the island in 1492 during his first voyage across the Atlantic.\nThough many people lived on the island before Columbus's arrival, European countries quickly began to colonize the island. Eventually France and Spain both established colonies. The Spanish colony eventually became the country of the Dominican Republic, and the French colony eventually became the country of Haiti. Today, people in the two countries speak different languages and have many cultural differences.\n The answer is A.",
+    "16380": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.\nSOLUTION: Look at the picture of the door.\nThe door is made of two different materials. The door is made of wood, and the hinges are metal.\n The answer is B.",
+    "16384": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The second text uses terribly in its traditional sense: in a terrible manner.\nNick shivered terribly as he gazed at the snow-clad slope. After calming his nerves, he began his descent.\nThe first text uses terribly in its nontraditional sense: extremely; very.\nNick shivered as he gazed at the terribly steep, snowy slope. After calming his nerves, he began his descent.\nMost style guides recommend to use the traditional sense of the word terribly because it is considered more standard.\n The answer is B.",
+    "16387": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is B.",
+    "16395": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Dalton either voted for Sofia or he hates her. However, Dalton could have voted for someone he considers a better candidate while still liking Sofia. This illustrates a type of logical fallacy known as a false dichotomy.\n The answer is B.",
+    "16396": "Assistant: LECTURE: Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.\nA poem rhymes when it has a pattern of words that end in the same sound.\nEnd rhyme is when the rhymes appear at the end of a poem's lines.\nLittle Betty Blue,\nLost her holiday shoe.\n\u2014From Mother Goose\nInternal rhyme is when at least one of the rhyming words appears inside the poem's lines.\nSweet dreams of pleasant streams.\n\u2014From William Blake, \"A Cradle Song\"\nRhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nThe syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Champlain Sandman\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.\nRepetition is when words, phrases, or whole lines are repeated.\nThe dainty flying squirrel\nIn vest of shining white,\nIn coat of silver gray,\nAnd vest of shining white.\n\u2014Adapted from Mary E. Burt, \"The Flying Squirrel\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\"\nSOLUTION: This poem uses end rhyme. Its rhymes come at the end of its lines.\nThe Sandman comes pattering across the Bay:\nHis hair is silver,\nOn his quick feet.\n The answer is B.",
+    "16402": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince strife is between the guide words sold - swell, it would be found on that page.\n The answer is A.",
+    "16410": "Assistant: SOLUTION: Jefferson City is the capital of Missouri.\n The answer is C.",
+    "16419": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "16421": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of the Amazon River is 4,000 miles.\n4,000 inches, 4,000 feet, and 4,000 yards are all too short.\n The answer is C.",
+    "16422": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.\nSOLUTION: The better estimate for how long it takes for a pot of water to start boiling on a hot stove is 10 minutes.\n10 hours is too slow.\n The answer is B.",
+    "16424": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is C.",
+    "16432": "Assistant: LECTURE: Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.\nSOLUTION: A greater flamingo is a bird. Like other birds, a greater flamingo is a vertebrate. It has a backbone.\nA fly is an insect. Like other insects, a fly is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA ladybug is an insect. Like other insects, a ladybug is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA moon jellyfish is a mammal. Like other mammals, a moon jellyfish is a vertebrate. It has a backbone.\n The answer is C.",
+    "16434": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is A.",
+    "16436": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSOLUTION: Look at the picture of the hat.\nThe hat is made of wool.\nWool comes from the fluffy coats of sheep! First, a farmer cuts the sheep's coats. Then, the wool is spun into yarn. The yarn can be dyed and used to make clothes.\n The answer is A.",
+    "16437": "Assistant: LECTURE: A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks.\nSOLUTION: This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.\nThe Gullah Geechee Heritage Corridor, which stretches from the Cape Fear River in North Carolina to the St. John's River in Florida, was established by Congress to recognize and preserve the cultural and historical contributions of the descendants of the West African slaves brought to the United States around the 1700 s.\n The answer is A.",
+    "16440": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux.\nSOLUTION: The source of the allusion Saturnalia is Roman history.\nThe Saturnalia were a series of annual festivals in ancient Rome that honored the god Saturn. The festivals were marked by feasting, gift-giving, and various forms of entertainment.\nThe allusion Saturnalia means a large social gathering.\n The answer is B.",
+    "16444": "Assistant: LECTURE: Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.\nSOLUTION: To describe the average precipitation trends in London, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Nov\" is incorrect.\nJuly has an average monthly precipitation of about 70 millimeters. This is higher than in any other month. So, July has the lowest average precipitation.\n The answer is B.",
+    "16446": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to play basketball. Instead, some people learn how to play basketball. Playing the sport takes practice. So, playing basketball is an acquired trait.\n The answer is A.",
+    "16456": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.\n The answer is C.",
+    "16459": "Assistant: SOLUTION: The colony is Pennsylvania.\n The answer is A.",
+    "16469": "Assistant: SOLUTION: Look at the underlined parts of the table.\nAll the words that use the root \"ante\" mean to come before something else. So, the root ante means \"before.\"\nAll the words that use the root \"bellum\" mean to fight or cause war.So, the root bellum means \"war.\"\nSo, the word \"antebellum\" means \"before the war.\" The antebellum period is named for the war that followed it: the Civil War.\n The answer is B.",
+    "16470": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A great egret's scientific name is Ardea alba. The first word of its scientific name is Ardea.\nCaprimulgus europaeus is in the genus Caprimulgus. The first word of its scientific name is Caprimulgus. So, Caprimulgus europaeus and Ardea alba are not in the same genus.\nTyto alba and Ardea alba are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Tyto alba and Ardea alba have the same species name within their genus, alba. But the first words of their scientific names are different. Tyto alba is in the genus Tyto, and Ardea alba is in the genus Ardea.\nThis organism and the great egret are in the same genus and the same species! Both organisms have the same scientific name, Ardea alba.\n The answer is C.",
+    "16471": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of a salt shaker is 45 milliliters.\n45 liters is too much.\n The answer is A.",
+    "16476": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of a bowl of soup is 285 milliliters.\n285 liters is too much.\n The answer is B.",
+    "16477": "Assistant: LECTURE: The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:\nAt a transform boundary, two plates are sliding past each other.\nAt a convergent boundary, two plates are moving toward each other.\nAt a divergent boundary, two plates are moving away from each other.\ndivergent plate boundary\nWhen plates at a divergent boundary move apart, cracks form in the crust along the boundary. Melted rock rises from below the crust to fill these cracks. As the melted rock cools and hardens, it becomes new oceanic crust.\nNewer oceanic crust weighs less than older oceanic crust. So, the crust on either side of the boundary rises up higher than the older crust that is farther from the boundary. This difference in elevation creates a mid-ocean ridge, or underwater mountain chain. Between the two plates, there may be a deep rift valley.\nSOLUTION: To figure out what type of plate boundary formed the Thingvellir Rift Valley, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.\nIn Iceland, parts of the Mid-Atlantic Ridge are above sea level. The Thingvellir Rift Valley is one example. This rift valley began to form as the North American Plate and the Eurasian Plate moved away from each other. In this picture, you can see the gap that formed during a major plate movement along the rift. Gaps such as this form when the two plates move apart, creating a large crack in the crust. The last time this happened in the Thingvellir Rift Valley was in the spring of 1789. Since then, a walking path was built along the rift valley to allow park visitors to walk along the rift.\nThe underlined part of the passage explains that the Thingvellir Rift Valley formed as the two plates moved away from each other, or diverged. So, the Thingvellir Rift Valley formed at a divergent boundary.\n The answer is A.",
+    "16485": "Assistant:\n The answer is A.",
+    "16493": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nSOLUTION: The text includes a simile, using like or as to compare two things that are not actually alike.\nThe simile like the parched earth during a drought suggests that Nora's hands were dry and cracked. A drought is a period without rain; the ground during a drought can become hard and cracked.\n The answer is A.",
+    "16496": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince frame is between the guide words feast - foreign, it would be found on that page.\n The answer is A.",
+    "16499": "Assistant: LECTURE: Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds.\nSOLUTION: The words twin and reach rhyme. They both end with the inch sound.\nThe word beach does not rhyme. It ends with a different sound.\n The answer is C.",
+    "16501": "Assistant: LECTURE: A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing.\nSOLUTION: A continuum scale compares things by ordering them along a line. This continuum scale compares the average weights of the eggs of several birds.\nEmus can't fly, but they can run very fast. They run to avoid predators.\nHummingbirds can fly. They can fly backwards and upside-down!\nAround 60 grams is lighter than around 600 grams. So, emu eggs are lighter than hummingbird eggs.\n The answer is A.",
+    "16505": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the Arctic fox.\nDuring the winter, the Arctic fox has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the short-tailed weasel has white fur covering its body. It is adapted to be camouflaged in the snow.\nThe camel has sand-colored fur covering its skin. It is not adapted to be camouflaged in the snow.\n The answer is B.",
+    "16506": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is C.",
+    "16510": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA hard object does not change shape when pressed or squeezed. The cactus and the sandpaper are hard, but the potato sack is not.\nA flexible object can be folded or bent without breaking easily. The potato sack is flexible, but the cactus is not.\nA scratchy object is rough and itchy against your skin. All three objects are scratchy.\nThe property that all three objects have in common is scratchy.\n The answer is C.",
+    "16522": "Assistant: LECTURE: In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes\nSOLUTION: Rhizophora mangle is a plant. Plants are made up of many cells.\n The answer is A.",
+    "16528": "Assistant: LECTURE: A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks.\nSOLUTION: This is a run-on sentence. It is a comma splice formed from two sentences run together, joined by just a comma.\nRoman gladiators consumed more calcium than everyday Roman citizens the source of that calcium may have been the ashes of burned plants.\nHere is one way to fix the run-on sentence:\nRoman gladiators consumed more calcium than everyday Roman citizens. The source of that calcium may have been the ashes of burned plants.\n The answer is B.",
+    "16534": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nSOLUTION: The text uses an idiom, an expression that cannot be understood literally.\nThe idiom the ball is in his court suggests that Dylan needs to act next. In tennis, when the ball is in a player's court, it is that person's turn.\n The answer is A.",
+    "16535": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.\nSOLUTION: The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.\n The answer is B.",
+    "16536": "Assistant: LECTURE: Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.\nA line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures.\nSOLUTION: To describe the average temperature trends in Dubai, look at the graph.\nChoice \"May\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Sep\" is incorrect.\nChoice \"Nov\" is incorrect.\nChoice \"Jan\" is incorrect.\nThe average temperatures in May, June, July, August, and September are all 30\u00b0C or higher. So, May through September have average temperatures of 30\u00b0C or higher.\n The answer is B.",
+    "16542": "Assistant: LECTURE: Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.\nSOLUTION: A mosquito is an insect. Like other insects, a mosquito is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA Christmas tree worm is a worm. Like other worms, a Christmas tree worm is an invertebrate. It does not have a backbone. It has a soft body.\nA moon jellyfish is a jellyfish. Like other jellyfishes, a moon jellyfish is an invertebrate. It does not have a backbone. It has a soft body.\nA bald eagle is a bird. Like other birds, a bald eagle is a vertebrate. It has a backbone.\n The answer is D.",
+    "16544": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of a sunflower seed is 15 millimeters.\n15 centimeters, 15 meters, and 15 kilometers are all too long.\n The answer is A.",
+    "16546": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles.\n The answer is C.",
+    "16557": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence is a statement and ends with a period. It is a declarative sentence.\n The answer is C.",
+    "16566": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of a pair of boots is 4 pounds.\n4 ounces is too light and 4 tons is too heavy.\n The answer is B.",
+    "16574": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: You need to determine Captain's phenotype for the cheek color trait. First, consider the alleles in Captain's genotype for the cheek color gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for bright orange cheeks (R) is dominant over the allele for pale orange cheeks (r). This means R is a dominant allele, and r is a recessive allele.\nCaptain's genotype of Rr has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Captain's phenotype for the cheek color trait must be bright orange cheeks.\n The answer is A.",
+    "16578": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.\nSOLUTION: The best estimate for the volume of a carton of orange juice is 65 fluid ounces.\n65 cups and 65 gallons are both too much.\n The answer is B.",
+    "16580": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Shane wants or needs:\nShane will spend more ride tickets on the super starship than he would have spent on the Ferris wheel.\n The answer is A.",
+    "16581": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram.\nSOLUTION: The better estimate for the mass of a full box of cereal is 460 grams.\n460 kilograms is too heavy.\n The answer is A.",
+    "16585": "Assistant: SOLUTION: Nashville is the capital of Tennessee.\n The answer is D.",
+    "16586": "Assistant: LECTURE: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.\nSOLUTION: The population of Milford fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Milford has gone up. So, the supply of houses for sale probably went up, too.\n The answer is B.",
+    "16592": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Atlantic Ocean.\n The answer is A.",
+    "16593": "Assistant: SOLUTION: Olympia is the capital of Washington.\n The answer is B.",
+    "16595": "Assistant: LECTURE: A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.\nSOLUTION: Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe insect fossil is in a deeper layer in the rock sequence than the fern fossil. So, the insect fossil is most likely older than the fern fossil.\n The answer is B.",
+    "16599": "Assistant: SOLUTION: The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.\n The answer is C.",
+    "16601": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.\nSOLUTION: Look at the picture of the chimpanzee.\nThe chimpanzee uses its long limbs to reach branches while climbing. It uses its fingers and toes to grab the branches.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe lar gibbon has long limbs with fingers and toes. Its limbs are adapted for climbing trees.\nThe California sea lion has flippers. Its limbs are not adapted for climbing trees. The California sea lion uses its flippers to swim underwater.\n The answer is B.",
+    "16606": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A reticulated python's scientific name is Python reticulatus.\nNerodia cyclopion does not have the same scientific name as a reticulated python. So, Python reticulatus and Nerodia cyclopion are not in the same species.\nPython reticulatus has the same scientific name as a reticulated python. So, these organisms are in the same species.\nMorelia viridis does not have the same scientific name as a reticulated python. So, Python reticulatus and Morelia viridis are not in the same species.\n The answer is A.",
+    "16608": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.\nSOLUTION: The air inside a soccer ball is a gas. A gas expands to fill a space.\nThe air fills all the space inside the soccer ball. If air leaks out, it will expand into the space around the ball.\n The answer is B.",
+    "16610": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. None of the objects are transparent.\nA fuzzy object is covered in soft hair. The slide and the shoe are not fuzzy.\nA smooth object is not scratchy or rough. All three objects are smooth.\nThe property that all three objects have in common is smooth.\n The answer is B.",
+    "16622": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Pepe's genotype for the ear type gene is EE. Pepe's genotype of EE has only E allelles. The E allele is for normal ears. So, Pepe's phenotype for the ear type trait must be normal ears.\nTo check this answer, consider whether Pepe's alleles are dominant or recessive. The allele for dumbo ears (e) is recessive to the allele for normal ears (E). This means E is a dominant allele, and e is a recessive allele.\nPepe's genotype of EE has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Pepe's phenotype for the ear type trait must be normal ears.\n The answer is B.",
+    "16623": "Assistant:\n The answer is B.",
+    "16626": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to play the viola. Instead, some people learn how to play. So, playing the viola is an acquired trait.\n The answer is A.",
+    "16629": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy.\nBecause the particles in both samples have the same average kinetic energy, the samples must have the same temperature.\n The answer is B.",
+    "16630": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince postage is between the guide words pave - primary, it would be found on that page.\n The answer is B.",
+    "16639": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. Honey's observable version of the fur length trait is long fur. So, Honey's phenotype for the fur length trait is long fur.\n The answer is B.",
+    "16642": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.\nSOLUTION: The best estimate for the volume of a bottle of cough syrup is 10 fluid ounces.\n10 cups and 10 gallons are both too much.\n The answer is B.",
+    "16649": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. Flopsy's observable version of the fur length trait is long fur. So, Flopsy's phenotype for the fur length trait is long fur.\n The answer is B.",
+    "16651": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence tells about something, and it ends with a period. It is a declarative sentence.\n The answer is A.",
+    "16658": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.\nSOLUTION: Look at the picture of the turkey vulture.\nThe turkey vulture has a sharp hooked beak. Its beak is adapted to tear through meat. The sharp hook can help the turkey vulture cut the meat into pieces it can swallow.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe bateleur has a sharp hooked beak. Its beak is adapted to tear through meat.\nThe roseate spoonbill has a long spoon-shaped beak. Its beak is not adapted to tear through meat. The roseate spoonbill uses its beak to filter through mud for invertebrates and small fish.\n The answer is A.",
+    "16659": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. The fruit fly's observable version of the antenna type trait is mutated antennae. So, the fly's phenotype for the antenna type trait is mutated antennae.\n The answer is B.",
+    "16660": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nSOLUTION: All three glasses of orange juice have the same mass but different temperatures. Since the 26\u00b0C glass of orange juice is the hottest, it has the most thermal energy.\n The answer is A.",
+    "16662": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux.\nSOLUTION: The source of the allusion Scylla and Charybdis is Greek mythology.\nIn Greek mythology, Scylla and Charybdis were two sea monsters located on either side of a narrow strait in the Mediterranean Sea.\nThe allusion Scylla and Charybdis means a pair of distasteful alternatives.\n The answer is B.",
+    "16665": "Assistant: LECTURE: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.\nOther animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body.\nSOLUTION: A bess beetle is an insect. Like other insects, a bess beetle does not have a backbone. It has a hard outer cover.\nA minnow is a fish. Like other fish, a minnow has a backbone.\n The answer is A.",
+    "16673": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A black howler is a mammal. It has hair and feeds its young milk.\nHowler monkeys have loud calls, or howls. Their calls can be heard over three miles away!\nAn eastern newt is an amphibian. It has moist skin and begins its life in water.\nSome newts live in water. Other newts live on land but lay their eggs in water.\n The answer is B.",
+    "16678": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nMetal turning less shiny over time is called tarnishing. A penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull.\nA dinosaur bone turning into rock over millions of years is a chemical change. The bone gets a new type of matter in it. This matter is in the process of becoming rock.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is C.",
+    "16680": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Europe.\n The answer is A.",
+    "16683": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is C.",
+    "16685": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Luddite is British history.\nIn the early nineteenth century, factories were replacing the jobs of craftsmen. Some of these craftsmen banded together to destroy the new machinery; those who did so were called Luddites.\nThe allusion Luddite means a person opposed to new technology.\n The answer is B.",
+    "16689": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "16693": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses onomatopoeia, a word that expresses a sound.\nHum represents the sound the computer was making.\n The answer is A.",
+    "16695": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, or article should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A movie should be in italics.\nThe correct title is **What Love Is For**.\n The answer is B.",
+    "16699": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the kelp.\nThere are two arrows pointing to the plainfin midshipman. These start from the phytoplankton and the zooplankton. The only arrow pointing to the zooplankton starts from the phytoplankton. No arrow points to the phytoplankton. So, in this food web, matter does not move from the kelp to the plainfin midshipman.\nThe only arrow pointing to the zooplankton starts from the phytoplankton. No arrow points to the phytoplankton. So, in this food web, matter does not move from the kelp to the zooplankton.There is one path matter can take from the kelp to the sea cucumber: kelp->sea urchin->sea otter->orca->sea cucumber. There is one path matter can take from the kelp to the zooplankton: kelp->zooplankton.\n The answer is B.",
+    "16708": "Assistant: SOLUTION: This country is Tonga.\n The answer is B.",
+    "16720": "Assistant: SOLUTION: Juneau is the capital of Alaska.\n The answer is C.",
+    "16723": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\nSOLUTION: Use the model to determine whether oxygen is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of oxygen is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that oxygen is composed of only one chemical element. So, oxygen is an elementary substance.\n The answer is A.",
+    "16725": "Assistant: SOLUTION: Oklahoma City is the capital of Oklahoma.\n The answer is D.",
+    "16727": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of the air on a cold, rainy day is 43\u00b0F.\n43\u00b0C is too hot.\n The answer is B.",
+    "16728": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: She sings our favorite song, we clap for her is a run-on sentence. It has two sentences that are joined by just a comma: She sings our favorite song and We clap for her.\n The answer is B.",
+    "16731": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.\n The answer is B.",
+    "16733": "Assistant: LECTURE: Amphibians have moist skin and begin their lives in water.\nSOLUTION: A fruit bat is a mammal. It has hair and feeds its young milk.\nFruit bats eat fruit and drink nectar from flowers. They have special teeth to help them bite through fruit skins.\nA California toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA bald eagle is a bird. It has feathers, two wings, and a beak.\nBald eagles live in trees near water. They build nests that can be up to 13 feet wide!\nA hippopotamus is a mammal. It has hair and feeds its young milk.\nHippopotamuses keep cool by lying in mud or water.\n The answer is B.",
+    "16737": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the newspaper.\n\"This morning, the newspaper said that Megan Williamson won the mayoral election in Belmont,\" Eddie remarked to his sister.\n The answer is A.",
+    "16738": "Assistant: LECTURE: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read?\nSOLUTION: The writer could best improve his or her narrative voice by adding dialogue.\nFor example, the writer could replace the underlined sentences with exchanges between Coach Carey and Wyatt.\nDuring our last game, our pitcher Wyatt suddenly grabbed his wrist after throwing a fastball. Coach Carey asked him if he was OK, and Wyatt said that it hurt. None of us knew what was wrong with him and he was whisked off to the doctor, who ultimately diagnosed a forearm strain and wrist tendinitis. After three weeks of rehabilitation, Wyatt finally returned. Coach Carey said he was glad Wyatt was back, and Wyatt said he was happy and relieved.\n The answer is A.",
+    "16744": "Assistant: SOLUTION: The colony is New Jersey.\n The answer is C.",
+    "16746": "Assistant: LECTURE: A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.\nSOLUTION: Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is younger:\nThe feather fossil is in a shallower layer in the rock sequence than the palm leaf fossil. So, the feather fossil is most likely younger than the palm leaf fossil.\n The answer is B.",
+    "16751": "Assistant: SOLUTION: Indianapolis is the capital of Indiana.\n The answer is A.",
+    "16754": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nSOLUTION: All three meatballs have the same mass but different temperatures. Since the 20\u00b0C meatball is the coldest, it has the least thermal energy.\n The answer is C.",
+    "16756": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Falstaffian is Shakespeare.\nSir John Falstaff, a comical character in several of William Shakespeare's plays, is known for his cheerful sociability and sometimes off-color humor.\nThe allusion Falstaffian means characterized by joviality and enjoyment of food and drink.\n The answer is A.",
+    "16762": "Assistant: SOLUTION: Oklahoma City is the capital of Oklahoma.\n The answer is A.",
+    "16772": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. Nutmeg's observable version of the fur color trait is dark fur. So, Nutmeg's phenotype for the fur color trait is dark fur.\n The answer is A.",
+    "16773": "Assistant: SOLUTION: This state is Washington.\n The answer is B.",
+    "16777": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The second sentence is less formal. You can tell because it uses an idiom (to die for).\nThe first sentence uses formal language in place of the idiom, so it is more formal overall.\n The answer is A.",
+    "16784": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait.\n The answer is A.",
+    "16788": "Assistant: LECTURE: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it.\nSOLUTION: Stretchy is a property. A stretchy material gets longer when you pull on it.\nLook at each picture, one at a time. Imagine pulling on the material shown in each picture.\nOf the choices, the cotton head band would stretch the most. If you pull the ends of a cotton headband, it will get longer.\n The answer is C.",
+    "16797": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "16802": "Assistant: LECTURE: An object's velocity describes its speed and its direction.\nAn object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:\nmoving in a straight line at a constant speed, or\nremaining motionless.\nIf an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:\nspeeding up,\nslowing down, or\nchanging direction.\nSOLUTION: The bowl is remaining motionless. So, the bowl has a constant velocity.\n The answer is B.",
+    "16806": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of a leather belt is 31 inches.\n31 feet, 31 yards, and 31 miles are all too long.\n The answer is A.",
+    "16810": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nWell-fed is an indirect way of saying overweight.\n The answer is A.",
+    "16811": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.\n The answer is B.",
+    "16812": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. The fruit fly has one allele for red eyes (E) and one allele for brown eyes (e). So, the fly's genotype for the eye color gene is Ee.\n The answer is A.",
+    "16816": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Grandma Lucy is capitalized because it is a proper noun.\n The answer is B.",
+    "16818": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that if Kira doesn't go to the speaker's birthday party, it means that she hates the speaker. However, there may be a number of reasons why Kira wouldn't go to the party. This illustrates a type of logical fallacy known as a false dichotomy.\n The answer is B.",
+    "16822": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?\nThe number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.\nThere are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.\nThere are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard.\nSOLUTION: The better estimate for the length of a bench is 10 feet.\n10 yards is too long.\n The answer is A.",
+    "16824": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nMobile, Alabama, had high humidity over the weekend.\nHumidity is the amount of water in the air.\nThis passage tells you about the humidity in Mobile over the weekend. It describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is A.",
+    "16827": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRon\nSOLUTION: The second closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is B.",
+    "16836": "Assistant: LECTURE: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.\nSOLUTION: Floods destroyed the cough drop factories in Fairfax. The number of producers of cough drops went down. So, the supply of cough drops will probably go down.\n The answer is A.",
+    "16837": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nSOLUTION: All three crayons have the same mass but different temperatures. Since the 15\u00b0C crayon is the hottest, it has the most thermal energy.\n The answer is A.",
+    "16840": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: The pea plant's genotype for the pod color gene is DD. The pea plant's genotype of DD has only D allelles. The D allele is for green pods. So, the pea plant's phenotype for the pod color trait must be green pods.\nTo check this answer, consider whether the pea plant's alleles are dominant or recessive. The allele for yellow pods (d) is recessive to the allele for green pods (D). This means D is a dominant allele, and d is a recessive allele.\nThe pea plant's genotype of DD has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the pea plant's phenotype for the pod color trait must be green pods.\n The answer is B.",
+    "16841": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: There are seven continents on earth, South America is one of them is a run-on sentence. It has two sentences that are joined by just a comma: There are seven continents on earth and South America is one of them.\n The answer is A.",
+    "16852": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: Gives the baby a bath is a sentence fragment. It is missing a subject.\n The answer is A.",
+    "16854": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A great egret's scientific name is Ardea alba. The first word of its scientific name is Ardea.\nTyto alba and Ardea alba are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Tyto alba and Ardea alba have the same species name within their genus, alba. But the first words of their scientific names are different. Tyto alba is in the genus Tyto, and Ardea alba is in the genus Ardea.\nDiodon nicthemerus is in the genus Diodon. The first word of its scientific name is Diodon. So, Diodon nicthemerus and Ardea alba are not in the same genus.\nThis organism and the great egret are in the same genus and the same species! Both organisms have the same scientific name, Ardea alba.\n The answer is A.",
+    "16855": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms.\nSOLUTION: You can tell whether silver is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for silver contains one atomic symbol: Ag. So, the formula tells you that silver is composed of only one chemical element.\nSince silver is composed of only one chemical element, silver is an elementary substance.\n The answer is A.",
+    "16861": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses onomatopoeia, a word that expresses a sound.\nTinkle, tinkle, tinkle represents the sound of bells.\n The answer is B.",
+    "16868": "Assistant: SOLUTION: The colony is Maryland.\n The answer is B.",
+    "16873": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Vijay wants or needs:\nVijay will spend more time making the vegetable soup than he would have spent making the egg drop soup.\n The answer is A.",
+    "16878": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The first closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is B.",
+    "16879": "Assistant: SOLUTION: Salem is the capital of Oregon.\n The answer is A.",
+    "16881": "Assistant: SOLUTION: Joey wanted broccoli in his lunch and Darell was hoping for tomatoes. Look at the labeled part of the images.\nJoey has tomatoes. Darell has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is D.",
+    "16883": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Texas is farthest south.\n The answer is A.",
+    "16886": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Ringo's genotype for the fur color gene is ff. Ringo's genotype of ff has only f alleles. The f allele is for brown fur. So, Ringo's phenotype for the fur color trait must be brown fur.\nTo check this answer, consider whether Ringo's alleles are dominant or recessive. The allele for brown fur (f) is recessive to the allele for black fur (F). This means F is a dominant allele, and f is a recessive allele.\nRingo's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Ringo's phenotype for the fur color trait must be brown fur.\n The answer is B.",
+    "16903": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nSOLUTION: The two bowls of oatmeal have the same mass but different temperatures. Since the 35\u00b0C bowl of oatmeal is colder than the 40\u00b0C bowl of oatmeal, it has less thermal energy.\n The answer is A.",
+    "16917": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nSOLUTION: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism between jobs means that Ava is unemployed.\n The answer is B.",
+    "16930": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun his could refer to Ken or his brother.\nThe second answer choice shows a possible correction for the vague pronoun reference. His has been replaced with Ken's.\nDid Ken and his brother look through the user manual before trying to fix Ken's computer?\n The answer is A.",
+    "16932": "Assistant: LECTURE: Flowering plants, called angiosperms, use their flowers for sexual reproduction.\nFlowers can have male parts, female parts, or both! The male part is called the stamen, and the female part is called the pistil.\nBoth the male and female parts are needed for sexual reproduction. The female part produces eggs, and the male part produces pollen. Pollen contains cells that become sperm.\nPollination happens when pollen lands on top of the pistil. Self-pollination happens when a plant with both male and female parts pollinates itself. Cross-pollination happens when pollen from one plant lands on the pistil of a flower on a different plant. Animals, including birds and insects, can be pollinators. Many pollinators come to flowers to get food. As a pollinator feeds, it moves pollen from one flower to another.\nAfter pollination, sperm from the pollen fuse with eggs. This is called fertilization. The fertilized eggs then grow into seeds. When a seed lands on the ground, it can germinate and grow into a new plant.\nThe new plant can grow flowers and begin the angiosperm plant life cycle again.\nSOLUTION: Sperm cells are found inside pollen. What kind of cells are sperm?\nSperm cells are male cells. They contain cells that become sperm.\n The answer is B.",
+    "16935": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nSOLUTION: Look at the object.\nThink about each property.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The pineapple is not translucent.\nA colorful object has one or more bright colors. The pineapple is colorful.\n The answer is B.",
+    "16936": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The second sentence is less formal. You can tell because it uses an idiom (pulling teeth).\nThe first sentence uses formal language in place of the idiom, so it is more formal overall.\n The answer is B.",
+    "16939": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: You need to determine Chance's phenotype for the fur texture trait. First, consider the alleles in Chance's genotype for the fur texture gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for rough fur (F) is dominant over the allele for soft fur (f). This means F is a dominant allele, and f is a recessive allele.\nChance's genotype of Ff has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Chance's phenotype for the fur texture trait must be rough fur.\n The answer is B.",
+    "16947": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.\nSOLUTION: Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.\n The answer is C.",
+    "16951": "Assistant: LECTURE: Plant and animal cells have many parts in common, but not all. This table shows some of their similarities and differences.\nCell part | Plant cell | Animal cell\ncell wall | yes | no\ncell membrane | yes | yes\ncytoplasm | yes | yes\nmitochondria | yes | yes\nvacuole | yes | yes\nchloroplasts | yes | no\nnucleus | yes | yes\nchromosomes | yes | yes\nThink about how plant and animal cells are different:\nPlant cells have a cell wall, but animal cells do not. The cell wall helps plant cells keep a fixed shape. Most animal cells do not have a fixed shape.\nPlant cells have chloroplasts, but animal cells do not. Chloroplasts make sugar that plants cells can use as food. Animal cells cannot make their own food.\n The answer is A.",
+    "16967": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Harper wants or needs:\nHarper will spend more time walking to the grizzly bears. They are on the other side of the zoo, but the gorillas are close by.\n The answer is A.",
+    "16977": "Assistant: LECTURE: A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.\nSOLUTION: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.\nDad remembered to buy groceries, but he forgot the grape jelly.\n The answer is A.",
+    "16986": "Assistant: LECTURE: There is a surplus if there is too much for sale at a given price.\nThere is a shortage if there is not enough for sale at a given price.\nSurpluses and shortages usually happen when people who are selling goods or services charge too much or too little.\nWhen the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.\nWhen the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage.\nSOLUTION: At the current price, there were too many copies of the game for sale. There were 100 copies for sale, but only 150 people wanted to buy a copy of the game.\nSo, there was a surplus of videogames. The store will not get any money for the leftover copies of the game.\n The answer is A.",
+    "16992": "Assistant: LECTURE: Birds have feathers, two wings, and a beak.\nSOLUTION: A fruit bat is a mammal. It has hair and feeds its young milk.\nFruit bats eat fruit and drink nectar from flowers. They have special teeth to help them bite through fruit skins.\nA porcupinefish is a fish. It lives underwater. It has fins, not limbs.\nPorcupinefish can puff up their bodies with air or water to scare off predators.\nAn anchovy is a fish. It lives underwater. It has fins, not limbs.\nAn anchovy is a small fish that lives in the ocean. Like some other types of fish, anchovies swim in large groups called schools.\nA flamingo is a bird. It has feathers, two wings, and a beak.\nFlamingos live in large groups. These groups are called flocks.\n The answer is D.",
+    "16995": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nBridgeport, Connecticut, had cool temperatures over the weekend.\nThis passage tells you about the temperatures in Bridgeport over the weekend. It describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is B.",
+    "16996": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.\nSOLUTION: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nYou will be forced to like what you get at first appears to be contradictory, as forcing someone to like something is not likely to be successful. However, it contains some truth: if you get something you do not like, you may eventually come to like it.\n The answer is B.",
+    "17004": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.\n The answer is C.",
+    "17014": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of a car is 4 yards.\n4 inches and 4 feet are too short. 4 miles is too long.\n The answer is D.",
+    "17015": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait.\n The answer is A.",
+    "17017": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince pinch is between the guide words pasture - polish, it would be found on that page.\n The answer is A.",
+    "17039": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA fragile object will break into pieces if you drop it. The ceramic mug is fragile, but the other objects are not.\nA hard object does not change shape when pressed or squeezed. The power pot is hard, but the other objects are not.\nA rough object feels scratchy when you touch it. All four objects are rough.\nThe property that all four objects have in common is rough.\n The answer is B.",
+    "17042": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: Michelle blows big bubbles, Victor pops them is a run-on sentence. It has two sentences that are joined by just a comma: Michelle blows big bubbles and Victor pops them.\n The answer is A.",
+    "17044": "Assistant: LECTURE: Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.\nA poem rhymes when it has a pattern of words that end in the same sound.\nEnd rhyme is when the rhymes appear at the end of a poem's lines.\nLittle Betty Blue,\nLost her holiday shoe.\n\u2014From Mother Goose\nInternal rhyme is when at least one of the rhyming words appears inside the poem's lines.\nSweet dreams of pleasant streams.\n\u2014From William Blake, \"A Cradle Song\"\nRhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nThe syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Old Bridge\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.\nRepetition is when words, phrases, or whole lines are repeated.\nThe dainty flying squirrel\nIn vest of shining white,\nIn coat of silver gray,\nAnd vest of shining white.\n\u2014Adapted from Mary E. Burt, \"The Flying Squirrel\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\"\nSOLUTION: This poem uses end rhyme. Its rhymes come at the end of its lines.\nI see them in Asia and in Africa.\n The answer is A.",
+    "17045": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.\nSOLUTION: Look at the picture of the gray heron.\nLong legs help the gray heron keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe demoiselle crane has long, thin legs. Its legs are adapted for wading.\nThe African penguin has short legs. Its legs are not adapted for wading. The African penguin uses its legs to walk and swim.\n The answer is A.",
+    "17048": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction which.\nThe platypus has venom-producing glands, which are rare among mammals, but its venom is not generally lethal to humans.\n The answer is C.",
+    "17052": "Assistant: SOLUTION: The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.\n The answer is B.",
+    "17055": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence asks something, and it ends with a question mark. It is an interrogative sentence.\n The answer is C.",
+    "17056": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in future tense. You can tell because it uses will before the main verb, visit. The verb tells you about something that is going to happen.\n The answer is A.",
+    "17061": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses onomatopoeia, a word that expresses a sound.\nHum represents the sound the computer was making.\n The answer is B.",
+    "17069": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Elijah's genotype for the Thomsen disease gene is mm. Elijah's genotype of mm has only m alleles. The m allele is for not having Thomsen disease. So, Elijah's phenotype for the Thomsen disease trait must be not having Thomsen disease.\nTo check this answer, consider whether Elijah's alleles are dominant or recessive. The allele for having Thomsen disease (M) is dominant over the allele for not having Thomsen disease (m). This means M is a dominant allele, and m is a recessive allele.\nElijah's genotype of mm has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Elijah's phenotype for the Thomsen disease trait must be not having Thomsen disease.\n The answer is B.",
+    "17070": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nSan Francisco is located on the coast of California. On December 30, 1856, the temperature fell to 36\u00b0F.\nThe underlined part of the passage tells you about the temperature in San Francisco on December 30, 1856. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is B.",
+    "17078": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A salmon is a fish. It lives underwater. It has fins, not limbs.\nA bison is a mammal. It has fur and feeds its young milk.\n The answer is B.",
+    "17085": "Assistant: SOLUTION: Augusta is the capital of Maine.\n The answer is A.",
+    "17096": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.\n The answer is D.",
+    "17098": "Assistant: LECTURE: One object can make another object move with a push or a pull.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.\nSOLUTION: The girl pushes the pi\u00f1ata away from herself. So, the pi\u00f1ata swings. The direction of the push is away from the stick.\n The answer is B.",
+    "17100": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: An article should be in quotation marks.\nThe correct title is \"Would I Let My Son Play Football?\"\n The answer is B.",
+    "17103": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A Steller's jay's scientific name is Cyanocitta stelleri. The first word of its scientific name is Cyanocitta.\nCyanocitta cristata is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta cristata and Cyanocitta stelleri are in the same genus.\nLarus livens is in the genus Larus. The first word of its scientific name is Larus. So, Larus livens and Cyanocitta stelleri are not in the same genus.\nLarus michahellis is in the genus Larus. The first word of its scientific name is Larus. So, Larus michahellis and Cyanocitta stelleri are not in the same genus.\n The answer is C.",
+    "17106": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince fabulous is between the guide words feather - fling, it would be found on that page.\n The answer is A.",
+    "17110": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. Champ has two alleles for a red coat (l). So, Champ's genotype for the coat color gene is ll.\n The answer is A.",
+    "17115": "Assistant: LECTURE: An object's velocity describes its speed and its direction.\nAn object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:\nmoving in a straight line at a constant speed, or\nremaining motionless.\nIf an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:\nspeeding up,\nslowing down, or\nchanging direction.\nSOLUTION: The antelope is speeding up. So, the antelope is accelerating.\n The answer is B.",
+    "17119": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of a kitchen table is 7 feet.\n7 inches is too short. 7 yards and 7 miles are too long.\n The answer is C.",
+    "17125": "Assistant: SOLUTION: Look at the table and images.\nLing wants broccoli. Maria wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is B.",
+    "17135": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nSOLUTION: All three bricks have the same mass but different temperatures. Since the 458\u00b0F brick is the hottest, it has the most thermal energy.\n The answer is A.",
+    "17136": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nVoss is a city in Norway. One winter, the snow there was two meters deep!\nThis passage tells you about the snow in Voss in a certain winter. It describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is A.",
+    "17140": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux.\nSOLUTION: The source of the allusion Gordian knot is ancient legend.\nAccording to legend, Alexander the Great used his sword to slash an intricate knot by which a chariot was tied to a pole in the city of Gordium.\nThe allusion Gordian knot means a highly complex problem.\n The answer is B.",
+    "17153": "Assistant: LECTURE: A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.\nSOLUTION: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.\nDillon liked the sea otters, but the jellyfish were his favorite.\n The answer is A.",
+    "17155": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is B.",
+    "17156": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is B.",
+    "17171": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.\nSOLUTION: The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.\n The answer is A.",
+    "17176": "Assistant: LECTURE: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.\nSOLUTION: Floods destroyed the cough drop factories in Newport. The number of producers of cough drops went down. So, the supply of cough drops will probably go down.\n The answer is B.",
+    "17178": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The second text uses literally in its traditional sense: in a factual, non-exaggerated way.\nDestiny adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally hundreds of years old.\nThe first text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). The bridge is old, but it is not actually a million years old.\nDestiny adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally a million years old.\nMost style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect.\n The answer is A.",
+    "17183": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is C.",
+    "17189": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is C.",
+    "17204": "Assistant: LECTURE: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.\n The answer is B.",
+    "17206": "Assistant: LECTURE: In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes\nSOLUTION: Myrmarachne maxillosa is an animal. Animal cells have a nucleus.\n The answer is A.",
+    "17209": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nDeep-frying chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter.\nBurning a marshmallow is a chemical change. The heat from the fire causes the type of matter in the marshmallow to change. The marshmallow becomes black and crispy.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is B.",
+    "17211": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait.\n The answer is B.",
+    "17214": "Assistant: SOLUTION: A book is made of paper.\nA book tells a story.\nA teacher may read a book out loud.\n The answer is B.",
+    "17215": "Assistant: LECTURE: Chemical changes and physical changes are two ways matter can change.\nIn a chemical change, the type of matter changes.\nBurning a piece of paper is a chemical change. The paper changes into ash and smoke.\nIn a physical change, the type of matter stays the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nIce melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state.\nSOLUTION: Baking cookies is a chemical change. The type of matter in the cookie dough changes when it is baked. The cookie dough turns into cookies!\n The answer is B.",
+    "17218": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nSummer is usually the hottest time of the year in Des Moines, Iowa.\nThis passage tells you about the usual temperature pattern in Des Moines. It does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is B.",
+    "17219": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nA piece of apple turning brown is a chemical change. The apple reacts with oxygen in the air and turns into a different type of matter.\nIf you scrape off the brown layer of the apple, the inside is still white. The inside hasn't touched the air. So the chemical change didn't happen to that part of the apple.\nCompost forms from the remains of plants and animals, such as vegetable scraps and egg shells. Compost rotting is a chemical change. As the compost rots, it breaks down and turns into a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is A.",
+    "17222": "Assistant: LECTURE: Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n\nSOLUTION: Paper does not have all the properties of a mineral. So, paper is not a mineral.\n The answer is B.",
+    "17226": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed.\nSOLUTION: Look at the distance each car moved and the time it took to move that distance.\nOne car moved 170 miles in 10 hours.\nThe other car moved 445 miles in 10 hours.\nNotice that each car spent the same amount of time moving. The car that moved 170 miles moved a shorter distance in that time. So, that car must have moved at a lower speed.\n The answer is B.",
+    "17227": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince suitcase is not between the guide words salute - squirrel, it would not be found on that page.\n The answer is A.",
+    "17228": "Assistant: LECTURE: A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nSOLUTION: The temperature of each greenhouse increased, which means that the thermal energy of each greenhouse increased. So, thermal energy was transferred from the surroundings to each greenhouse.\n The answer is B.",
+    "17233": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.\nSOLUTION: The two pots of spaghetti sauce are made of the same material and have the same mass. So, the pot of spaghetti sauce with more thermal energy has a higher temperature.\n The answer is A.",
+    "17250": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: Coach Sharma talked to her team before the game is a complete sentence. The subject is Coach Sharma, and the verb is talked.\n The answer is B.",
+    "17254": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. North Dakota is farthest east.\n The answer is D.",
+    "17258": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nSOLUTION: Look at the picture of the American badger.\nThe American badger has long, straight claws. Its feet are adapted for digging. The American badger uses its claws to break up soil and move it out of the way.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe groundhog has long, straight claws. Its feet are adapted for digging.\nThe bottlenose dolphin has flippers for feet. Its feet are not adapted for digging. The bottlenose dolphin uses its flippers to swim.\n The answer is A.",
+    "17267": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince hot is between the guide words herring - hue, it would be found on that page.\n The answer is A.",
+    "17268": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "17269": "Assistant: LECTURE: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same\nSOLUTION: Think about how the distance between the skydiver and the center of Earth changed.\nThe flat ground is lower than the point where the skydiver opened her parachute. As she drifted toward the flat ground, the distance between the skydiver and the center of Earth decreased. So, the gravitational potential energy stored between the skydiver and Earth decreased as she drifted toward the flat ground.\n The answer is B.",
+    "17273": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is A.",
+    "17278": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in past tense. You can tell because it uses a past-tense verb, shoveled. The verb ends in -ed and tells you about something that has already happened.\n The answer is C.",
+    "17285": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Good Samaritan is the Bible.\nIn the Bible, a Good Samaritan stops to help a stranger who has been beaten and left lying in the road.\nThe allusion Good Samaritan means a person who helps someone in need.\n The answer is A.",
+    "17295": "Assistant: SOLUTION: Santa Fe is the capital of New Mexico.\n The answer is C.",
+    "17296": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of an eyedropper is 3 milliliters.\n3 liters is too much.\n The answer is B.",
+    "17304": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nA change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water.\nSOLUTION: Rust forming on a bicycle frame is a chemical change. Oxygen in the air reacts with iron in the bicycle frame. The outside of the frame turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.\n The answer is A.",
+    "17317": "Assistant: LECTURE: A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert.\nSOLUTION: There is a sentence fragment that does not express a complete thought.\nDeveloped in 1973, GPS is a satellite-based navigation system. Also known as Global Positioning System.\nHere is one way to fix the sentence fragment:\nDeveloped in 1973, GPS is a satellite-based navigation system that can tell you where you are. It's also known as Global Positioning System.\n The answer is B.",
+    "17319": "Assistant: SOLUTION: This country is Australia.\nIs Australia a country or a continent?\nBoth! Australia is a country in Oceania, a region made up of many lands and islands in the Pacific Ocean. Many people say that Australia is the world's smallest continent. But some people call Oceania a continent instead.\n The answer is B.",
+    "17324": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Ohio is farthest west.\n The answer is A.",
+    "17328": "Assistant: SOLUTION: This country is Nauru.\n The answer is C.",
+    "17329": "Assistant: LECTURE: Rocks are made of minerals. Here are some properties of rocks:\nThey are solid.\nThey are formed in nature.\nThey are not made by living things.\nThey are not pure substances.\nSOLUTION: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.\nA sunflower seed is made by a living thing. But rocks are not made by living things.\nSo, a sunflower seed is not a rock.\nGabbro is a rock.\nGneiss is a rock.\n The answer is A.",
+    "17339": "Assistant: LECTURE: Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.\nSOLUTION: A magpie goose is a bird. Like other birds, a magpie goose is a vertebrate. It has a backbone.\nA bess beetle is an insect. Like other insects, a bess beetle is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA domestic pig is a mammal. Like other mammals, a domestic pig is a vertebrate. It has a backbone.\nA leaf-tailed gecko is a reptile. Like other reptiles, a leaf-tailed gecko is a vertebrate. It has a backbone.\n The answer is B.",
+    "17343": "Assistant: LECTURE: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object.\nSOLUTION: To determine if there is a net force on Dylan, look at the forces:\nEarth's gravity is pulling Dylan down with a force of 400 N.\nThe diving board is pushing Dylan up with a force of 400 N.\nThe forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Dylan.\n The answer is A.",
+    "17351": "Assistant: LECTURE: A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert.\nSOLUTION: There is not a sentence fragment. These are complete sentences because they express complete thoughts.\nWhich U.S. cities are doing the most to reduce greenhouse gas emissions? Tonight's news report has the details.\n The answer is B.",
+    "17354": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nSOLUTION: The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a lot on her plate suggests that Mia has many responsibilities. If you have a lot on your plate, you are busy with many different obligations.\n The answer is B.",
+    "17366": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is B.",
+    "17372": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nBaja California is a state in Mexico. It was not raining anywhere in the state during the first week of February.\nThe underlined part of the passage tells you about the lack of precipitation in Baja California during the first week of February. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is A.",
+    "17380": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in future tense. You can tell because it uses will before the main verb, stay. The verb tells you about something that is going to happen.\n The answer is B.",
+    "17385": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in past tense. You can tell because it uses a past-tense verb, strained. The verb ends in -ed and tells you about something that has already happened.\n The answer is A.",
+    "17387": "Assistant: SOLUTION: This state is Vermont.\n The answer is A.",
+    "17390": "Assistant: LECTURE: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!\nSOLUTION: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nMalachite is a mineral.\nGypsum is a mineral.\nWool is made by living things. But minerals are not made by living things.\nSo, wool is not a mineral.\n The answer is C.",
+    "17391": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nA change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water.\nSOLUTION: A can of soda fizzing over is a chemical change. When the can of soda is opened, the pressure in the can changes. This causes the type of matter in the can to change. The soda fizzes and turns into a different type of matter.\n The answer is A.",
+    "17398": "Assistant: SOLUTION: Albany is the capital of New York.\n The answer is B.",
+    "17400": "Assistant: SOLUTION: This country is Nauru.\n The answer is D.",
+    "17406": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is South America.\n The answer is C.",
+    "17408": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.\nSOLUTION: The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.\n The answer is A.",
+    "17422": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of a bottle of nail polish is 15 milliliters.\n15 liters is too much.\n The answer is A.",
+    "17424": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that the client is innocent because she has not done anything wrong. However, the fact that the client has not done anything wrong is not necessarily evidence that she is innocent. This illustrates a type of logical fallacy known as a false dichotomy.\n The answer is B.",
+    "17425": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence.\n The answer is C.",
+    "17430": "Assistant: LECTURE: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners.\nSOLUTION: The first letter opening is more formal. It uses the recipient's personal title and last name. The other opening uses the recipient's first name, suggesting a more familiar relationship.\n The answer is B.",
+    "17431": "Assistant: SOLUTION: Raleigh is the capital of North Carolina.\n The answer is B.",
+    "17435": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nA tarnished silver spoon is one that has become less shiny over time. Polishing the spoon makes it look shiny again.\nThe polish changes the tarnish into a different type of matter that can be easily wiped away. So, using polish to remove tarnish from silver is a chemical change.\nA dinosaur bone turning into rock is a chemical change. Over millions of years, heat and pressure from the earth's crust can break the chemical bonds in the molecules of the dinosaur's remains.\nThe broken bonds form different molecules that make up a rock. The rock is a different type of matter than the dinosaur bone.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is A.",
+    "17436": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince clutch is between the guide words casual - coffee, it would be found on that page.\n The answer is B.",
+    "17438": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.\n The answer is B.",
+    "17439": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nDie of boredom is an exaggeration, since the movie is unlikely to actually cause the speaker to die.\n The answer is B.",
+    "17441": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 1-kilogram brick at 70\u00b0F has half as much thermal energy as a 2-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the smaller brick has half as many atoms. So, it has half as much thermal energy.\nSOLUTION: The two drops of dish soap are made of the same material and have the same mass. So, the colder drop of dish soap has less thermal energy.\n The answer is A.",
+    "17459": "Assistant: LECTURE: Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding.\nSOLUTION: A nosy person has a more negative connotation. Nosy and interested both denote taking an interest in something. However, nosy suggests a person is too interested in something, perhaps in a way that is none of their business.\n The answer is A.",
+    "17464": "Assistant: SOLUTION: This country is the Federated States of Micronesia.\n The answer is C.",
+    "17485": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A Burmese python's scientific name is Python bivittatus. The first word of its scientific name is Python.\nLithobates palustris is in the genus Lithobates. The first word of its scientific name is Lithobates. So, Lithobates palustris and Python bivittatus are not in the same genus.\nThis organism and the Burmese python are in the same genus and the same species! Both organisms have the same scientific name, Python bivittatus.\nMelanoplus bivittatus and Python bivittatus are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Melanoplus bivittatus and Python bivittatus have the same species name within their genus, bivittatus. But the first words of their scientific names are different. Melanoplus bivittatus is in the genus Melanoplus, and Python bivittatus is in the genus Python.\n The answer is C.",
+    "17488": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nSOLUTION: To determine if this statement is true, calculate the value of 50 times the volume of Earth.\nThen compare the result to the volume of Neptune. The volume of Neptune is 62,530 billion km^3, which is more than 54,500 billion km^3. So, Neptune's volume is more than 50 times as great as that of Earth.\n The answer is A.",
+    "17493": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A cold desert is a type of ecosystem. It has a small amount of rain or snow, dry, thin soil, and long, cold winters.\nChoice 1 is a cold desert ecosystem. It is dry and is home to many different types of organisms.\nChoice 2 is a hot desert ecosystem. It is dry and is home to many different types of organisms.\nChoice 3 is a temperate deciduous forest ecosystem. It has warm, wet summers and cold, wet winters.\n The answer is A.",
+    "17496": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.\n The answer is C.",
+    "17500": "Assistant:\n The answer is C.",
+    "17501": "Assistant: SOLUTION: The colony is South Carolina.\n The answer is B.",
+    "17503": "Assistant: LECTURE: To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.\nThe map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.\nSOLUTION: Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.\nThe legend tells you that this air mass contained air with specific humidity levels between 18 and 24 grams of water vapor per kilogram of air.\n21 grams of water vapor per kilogram of air is within this range.\n12 and 14 grams of water vapor per kilogram of air are outside of this range.\n The answer is C.",
+    "17508": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n\nSOLUTION: To determine how many boxes in the Punnett square represent offspring with climbing growth or bush growth, consider whether each phenotype is the dominant or recessive allele's version of the growth pattern trait. The question tells you that the g allele, which is for bush growth, is recessive to the G allele, which is for climbing growth.\nClimbing growth is the dominant allele's version of the growth pattern trait. A rose plant with the dominant version of the growth pattern trait must have at least one dominant allele for the growth pattern gene. So, offspring with climbing growth must have the genotype GG or Gg.\nAll 4 boxes in the Punnett square have the genotype GG or Gg.\nBush growth is the recessive allele's version of the growth pattern trait. A rose plant with the recessive version of the growth pattern trait must have only recessive alleles for the growth pattern gene. So, offspring with bush growth must have the genotype gg.\nThere are 0 boxes in the Punnett square with the genotype gg.\nSo, the expected ratio of offspring with climbing growth to offspring with bush growth is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with climbing growth. This cross is expected to never produce offspring with bush growth.\n The answer is E.",
+    "17514": "Assistant: SOLUTION: Jefferson City is the capital of Missouri.\n The answer is B.",
+    "17515": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nLatrell lives in a town with hot summers and freezing cold winters.\nThis passage tells you about the usual temperatures where Latrell lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is A.",
+    "17517": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of a passenger helicopter is 3 tons.\n3 ounces and 3 pounds are both too light.\n The answer is B.",
+    "17523": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statements describe the Kaeng Krachan National Park ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has soil that is poor in nutrients. It has many different types of organisms. The following statement does not describe Kaeng Krachan National Park: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has mostly small plants.\n The answer is A.",
+    "17534": "Assistant:\n The answer is D.",
+    "17537": "Assistant: LECTURE: An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.\nSOLUTION: Gymnothorax funebris is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nGymnothorax funebris is the organism's scientific name. So, you know that green moray eel is the common name.\n The answer is B.",
+    "17543": "Assistant: LECTURE: The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.\nAppeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\ninclude an endorsement from a respected organization, such as the American Dental Association\nfeature a testimonial from a \"real person\" who shares the audience's values\nuse an admired celebrity or athlete as a spokesperson\nAppeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\ncite results of clinical trials or independently conducted studies\nexplain the science behind a product or service\nemphasize that the product is a financially wise choice\nanticipate and refute potential counterclaims\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury\nSOLUTION: The ad appeals to logos, or reason, by citing data that proves the car's fuel efficiency.\n The answer is C.",
+    "17553": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the west arrow is pointing. North Dakota is farthest west.\n The answer is D.",
+    "17555": "Assistant: LECTURE: Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader.\nSOLUTION: From across the room, Uncle Josh's laughter was booming thunder.\nThe words laughter and thunder are compared without the word like or as. So, the sentence uses a metaphor.\n The answer is A.",
+    "17556": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses nauseous in its traditional sense: causing disgust or nausea.\nThe avant-garde artist deftly used neon colors and geometric patterns to create disorienting spirals so intense that they caused some viewers to become nauseous just from looking at them.\nThe second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nThe avant-garde artist deftly used neon colors and geometric patterns to create nauseous spirals that forced many viewers to look away after only a few minutes.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard.\n The answer is B.",
+    "17558": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The second text uses unique in its traditional sense: being the only one of its kind.\nEach vase and bowl in Kiera's collection of handmade pottery is unique. The colors and designs reflect both her cultural heritage and her individual artistic style.\nThe first text uses unique in its nontraditional sense: interesting or unusual. Kiera is a distinctive artist, but might not be one of a kind. It may be helpful to remember that if unique is modified by an adverb\u2014as in most unique, very unique, or quite unique\u2014it is probably being used nontraditionally.\nKiera's collection of handmade pottery was featured in last week's edition of the Springtown Journal, which identified her as \"one of the most unique young artists to debut this year.\"\nMost style guides recommend to use the traditional sense of the word unique because it is considered more standard.\n The answer is A.",
+    "17559": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses verbal irony, which involves saying one thing but implying something very different.\nFits you well ironically suggests that the cap was too big. The cap was falling over Bonnie's eyes, so it didn't fit her well at all.\n The answer is A.",
+    "17565": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the elementary substance zirconium.\nIn a space-filling model, the balls represent atoms that are bonded together. The color of a ball represents a specific chemical element. The atomic symbol for that chemical element is shown in the legend.\nSOLUTION: Use the model to determine whether gold is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the space-filling model shown above, all of the balls are the same color:\n. The legend shows that yellow represents the chemical element with the atomic symbol Au. So, the model shows you that gold is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that gold is composed of only one chemical element. So, gold is an elementary substance.\n The answer is A.",
+    "17568": "Assistant: LECTURE: Poets often use the sounds of words to create interesting effects and to express moods and emotions. Understanding these elements of poetry can help you better interpret and appreciate poetic forms.\nAnaphora is the repetition of words or sequences of words at the beginning of multiple phrases, sentences, or lines.\nOut of the cradle endlessly rocking,\nOut of the mocking-bird's throat, the musical shuttle,\nOut of the Ninth-month midnight\n\u2014From Walt Whitman, \"Out of the Cradle Endlessly Rocking\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nAssonance is the repetition of vowel sounds. Often, assonance can create rhymes or near-rhymes within lines.\nI wandered lonely as a Cloud\nThat floats on high o'er Vales and Hills,\nWhen all at once I saw a crowd,\nA host of golden Daffodils.\n\u2014From William Wordsworth, \"I Wandered Lonely as a Cloud\"\nMeter is a poem's rhythm, or the pattern of strong and weak syllables. Strong syllables are stressed, while weak syllables are unstressed.\nA poem has an iambic meter when the beat sounds like da-DUM. A weak syllable is followed by a strong syllable. Occasionally, a line may begin with a strong syllable.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nA poem has a trochaic meter when the beat sounds like DUM-da. A strong syllable is followed by a weak syllable. Occasionally, a line may end in a strong syllable.\nBack into the chamber turning, all my soul within me burning,\nSoon again I heard a tapping somewhat louder than before.\n\u2014From Edgar Allen Poe, \"The Raven\"\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Old Bridge\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.\nSOLUTION: This poem uses anaphora. It repeats the same word or words at the beginning of multiple lines or phrases.\nIf I could but remember;\nIf I could hear, lost love of mine,\nThe music of your cruelties.\n The answer is A.",
+    "17570": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nThe summers are hot in Kissimmee, Florida.\nThis passage tells you about the usual temperature pattern in Kissimmee. It does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is B.",
+    "17577": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nSo full I could explode is an exaggeration, since it is clear that the speaker is not actually in danger of exploding.\n The answer is B.",
+    "17578": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. Remy's observable version of the fur length trait is short fur. So, Remy's phenotype for the fur length trait is short fur.\n The answer is B.",
+    "17595": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. Tiny has two alleles for red eyes (e). So, Tiny's genotype for the eye color gene is ee.\n The answer is B.",
+    "17599": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The second answer choice contains a vague pronoun reference. The pronoun it could refer to calculus or trigonometry.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with calculus.\nBill went on to calculus after studying trigonometry, but he never fully comprehended calculus.\n The answer is A.",
+    "17600": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nSOLUTION: All three cherry pies have the same mass but different temperatures. Since the 48\u00b0C pie is the hottest, it has the most thermal energy.\n The answer is C.",
+    "17601": "Assistant: LECTURE: Moss plants reproduce using both asexual reproduction and sexual reproduction.\nMoss plants use their male and female parts for sexual reproduction. The male parts produce sperm. Moss live in damp environments, and moss sperm can travel through water to the female parts.\nThe sperm fuse with eggs in the female part. This is called fertilization. Self-fertilization happens when a sperm from a moss plant fertilizes an egg from the same plant. Cross-fertilization happens when a sperm from one moss plant fertilizes an egg from a different moss plant.\nThe fertilized egg grows into a thin brown stalk on top of the female part. Each stalk has a small spore capsule at the top. Moss plants use asexual reproduction to make small spores in the capsules. When the capsules open, the spores are released.\nWhen the spores land on the ground, they may germinate and grow into a new moss plant. This new moss plant can produce eggs and sperm and begin the moss life cycle again.\nSOLUTION: A sperm and an egg can fuse to form a fertilized egg. The fertilized egg can then grow into a thin brown stalk on top of the female part of the parent moss plant.\n The answer is B.",
+    "17607": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.\n The answer is A.",
+    "17609": "Assistant: SOLUTION: This country is Nauru.\n The answer is A.",
+    "17611": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nMelting wax is a change of state. So, it is a physical change. The wax changes from solid to liquid. But it is still made of the same type of matter.\nRain forming in a cloud is a change of state. So, it is a physical change. Water vapor in the air condenses into tiny droplets of liquid water. These droplets make up a cloud. When there is enough water in the air, the droplets will fall as rain.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nWax melting is caused by heating. But rain forming in a cloud is not.\nBoth are caused by cooling.\nRain begins to form when water vapor in the air becomes liquid water. This is caused by cooling. But melting wax is not.\n The answer is D.",
+    "17613": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.\nSOLUTION: Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.\n The answer is A.",
+    "17617": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A western toad is an amphibian. It has moist skin and begins its life in water.\nA barn owl is a bird. It has feathers, two wings, and a beak.\n The answer is B.",
+    "17622": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of a car key is 3 inches.\n3 feet, 3 yards, and 3 miles are all too long.\n The answer is B.",
+    "17637": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in present tense. You can tell because it uses a present-tense verb, needs. The verb ends in -s and tells you about something that is true or happening now.\n The answer is B.",
+    "17646": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Kurt wants or needs:\nThe magnolia tree will use up more space than the lilacs would have used up.\n The answer is B.",
+    "17652": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. The fruit fly's observable version of the eye color trait is brown eyes. So, the fly's phenotype for the eye color trait is brown eyes.\n The answer is B.",
+    "17654": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow!\nSOLUTION: The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence.\n The answer is A.",
+    "17658": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "17665": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.\n The answer is A.",
+    "17667": "Assistant: SOLUTION: Honolulu is the capital of Hawaii.\n The answer is C.",
+    "17668": "Assistant: SOLUTION: Phoenix is the capital of Arizona.\n The answer is D.",
+    "17672": "Assistant: LECTURE: Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.\n The answer is A.",
+    "17679": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.\n The answer is A.",
+    "17686": "Assistant: SOLUTION: The Third Amendment says that the government can't force people to keep soldiers in their houses during a time of peace. The amendment says that no soldier shall be \"quartered in any house.\" In this case, \"quartered\" means \"given a place to stay.\" The complete text of the Third Amendment is below. Are there any times when an American might have to let a soldier stay in his or her house? No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a manner to be prescribed by law.\n The answer is B.",
+    "17687": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.\nSOLUTION: The text uses understatement, which involves deliberately representing something as less serious or important than it really is.\nShrank just a bit is an understatement, since the baby is presumably much smaller than Justine.\n The answer is A.",
+    "17688": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water.\nSOLUTION: Snowflakes forming in a cloud is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed.\n The answer is A.",
+    "17689": "Assistant: SOLUTION: Columbus is the capital of Ohio.\n The answer is D.",
+    "17692": "Assistant: SOLUTION: Tallahassee is the capital of Florida.\n The answer is A.",
+    "17693": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the elementary substance zirconium.\nIn a space-filling model, the balls represent atoms that are bonded together. The color of a ball represents a specific chemical element. The atomic symbol for that chemical element is shown in the legend.\nSOLUTION: Use the model to determine whether silver is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the space-filling model shown above, all of the balls are the same color:\n. The legend shows that dark blue represents the chemical element with the atomic symbol Ag. So, the model shows you that silver is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that silver is composed of only one chemical element. So, silver is an elementary substance.\n The answer is A.",
+    "17695": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the encyclopedia.\nThe encyclopedia says that chalk is a soft sedimentary rock formed from the skeletons of marine plankton.\n The answer is B.",
+    "17696": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The second answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the customer service representatives.\nRobert showed the customer service representatives the error on his receipt, and he received a refund.\n The answer is A.",
+    "17698": "Assistant: SOLUTION: Look at the table.\nThe abbreviation \"ca.\" stands for the Latin word, circa. Circa means \"about.\" It indicates when a date is estimated. So, around 1792 BCE, the Babylonian Empire started controlling Mesopotamia.\nThe Babylonian (ba-bih-LOH-nee-in) Empire came after the Akkadian and Neo-Sumerian empires. The capital of the Babylonian Empire was the city of Babylon (BA-bih-lahn).\n The answer is C.",
+    "17703": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Aunt Laura is capitalized because it is a proper noun.\n The answer is A.",
+    "17707": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nSOLUTION: Look at the picture of the Atlantic puffin.\nThe Atlantic puffin has webbed feet. Its feet are adapted for swimming. As it swims, the Atlantic puffin uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe California gull has small claws and webbed feet. Its feet are adapted for swimming.\nThe African crowned eagle has long toes with sharp claws. Its feet are not adapted for swimming. The African crowned eagle uses its feet to grab prey.\n The answer is B.",
+    "17713": "Assistant: LECTURE: A continent is one of the seven largest areas of land on earth.\nSOLUTION: This continent is Asia.\n The answer is A.",
+    "17721": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nOf a certain age is an indirect and generally more polite way of referring to older people.\n The answer is A.",
+    "17723": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nSOLUTION: The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.\n The answer is C.",
+    "17726": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: Bert borrowed my book he enjoyed it is a run-on sentence. It has two sentences that are joined without end punctuation: Bert borrowed my book and He enjoyed it.\n The answer is B.",
+    "17727": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.\n The answer is B.",
+    "17752": "Assistant: LECTURE: Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader.\nSOLUTION: This sentence uses a simile:\nHakim's eyes are as green as emeralds.\nThe words eyes and emeralds are compared using the word as.\nThis sentence uses a metaphor:\nHakim's eyes are bright green emeralds.\nThe words eyes and emeralds are compared without the word like or as.\n The answer is B.",
+    "17753": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water.\nSOLUTION: A dinosaur bone turning into rock over millions of years is a chemical change. Heat and pressure over a long period of time can break the chemical bonds in the molecules of the dinosaur bone.\nWhen this happens, a new rock is formed. The rock is made up of different molecules that were not in the dinosaur bone.\n The answer is A.",
+    "17754": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nSOLUTION: The text uses an idiom, an expression that cannot be understood literally.\nThe idiom the ball is in his court suggests that Dave needs to act next. In tennis, when the ball is in a player's court, it is that person's turn.\n The answer is B.",
+    "17757": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun he could refer to Fred or Paul.\nThe second answer choice shows a possible correction for the vague pronoun reference. He has been replaced with Fred.\nFred's brother Paul wondered whether Fred ran fast enough to qualify for the Boston Marathon.\n The answer is B.",
+    "17763": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nSOLUTION: The text includes a simile, using like or as to compare two things that are not actually alike.\nThe simile like a pair of cymbals suggests that Lee Mellon made a loud noise with his lips. A pair of cymbals can make a loud clanging sound when they are closed.\n The answer is A.",
+    "17780": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A white stork is a bird. It has feathers, two wings, and a beak.\nA sea otter is a mammal. It has fur and feeds its young milk.\n The answer is B.",
+    "17784": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.\n The answer is B.",
+    "17785": "Assistant: LECTURE: Birds have feathers, two wings, and a beak.\nSOLUTION: A seahorse is a fish. It lives underwater. It has fins, not limbs.\nSeahorses live in shallow, warm water. They can use their tails to hold on to plants.\nA loon is a bird. It has feathers, two wings, and a beak.\nLoons usually live near lakes. They dive in the water to hunt for food.\nA salmon is a fish. It lives underwater. It has fins, not limbs.\nUnlike most other fish, salmon can live in both fresh water and salt water.\nA Hermann's tortoise is a reptile. It has scaly, waterproof skin.\nA tortoise's shell protects it from predators. When a tortoise feels threatened, it can pull its head and legs inside its shell.\n The answer is C.",
+    "17790": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.\n The answer is A.",
+    "17793": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Jekyll and Hyde is literature.\nRobert Louis Stevenson's popular Victorian novella Dr. Jekyll and Mr. Hyde tells the story of a man with two distinct personalities. Known to the world as a kind and highly respected doctor, at night he transforms into a monstrous person.\nThe allusion Jekyll and Hyde means kind then cruel.\n The answer is A.",
+    "17797": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms.\nSOLUTION: You can tell whether sodium chloride is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for sodium chloride, NaCl, contains two atomic symbols: Na for sodium and Cl for chlorine. So, the formula tells you that sodium chloride is composed of two chemical elements bonded together.\nSince sodium chloride is composed of multiple chemical elements bonded together, sodium chloride is a compound.\n The answer is B.",
+    "17800": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Tyler wants or needs:\nTyler will give up the chance to go to Alabama. He would have enjoyed a trip to Alabama more than Arkansas.\n The answer is B.",
+    "17810": "Assistant:\n The answer is A.",
+    "17818": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses peruse in its traditional sense: to examine in detail.\nEdmond perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.\nThe second text uses peruse in its nontraditional sense: to look through in a casual manner.\nEdmond perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly.\nMost style guides recommend to use the traditional sense of the word peruse because it is considered more standard.\n The answer is B.",
+    "17819": "Assistant: LECTURE: Gymnosperms are plants that have seeds but not flowers. Conifers are a type of a gymnosperm. Instead of flowers, conifers have cones. Conifers use their cones for sexual reproduction.\nMost conifer trees have both male and female cones. The male cones produce pollen. The female cones produce eggs and a sticky substance on the edge of the cone.\nMale cones release pollen into the wind. Pollination happens when pollen lands on and sticks to the female cones. Self-pollination happens when pollen sticks to a female cone on the same tree. Cross-pollination happens when pollen sticks to a female cone on a different tree.\nAfter pollination, sperm from the pollen fuse with eggs at the base of the female cone's scales. This is called fertilization.\nThe fertilized eggs grow into seeds inside the female cone. Conifer seeds are released from the fertilized cones. Many conifer seeds have wing-like structures. They can be carried long distances by the wind. When a seed lands on the ground, it can germinate and grow into a new plant.\nThe new plant can grow cones and begin the conifer life cycle again.\nSOLUTION: A fertilized cone grows seeds. Seeds grow from the eggs that were fertilized by the pollen.\nPollen grows on the male cones of the pine tree.\n The answer is B.",
+    "17829": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA slippery object is hard to hold onto or stand on. The wet ice cube, the milkshake, and the tape are not slippery.\nA stretchy object gets longer when you pull on it. The wet ice cube and the milkshake are not stretchy.\nA sticky object can attach or stick to other things. All four objects are sticky.\nThe property that all four objects have in common is sticky.\n The answer is A.",
+    "17830": "Assistant: SOLUTION: Look at the table and images.\nMandy wants broccoli. Troy wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is D.",
+    "17832": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in future tense. You can tell because it uses will before the main verb, pack. The verb tells you about something that is going to happen.\n The answer is A.",
+    "17833": "Assistant: LECTURE: Every living thing needs food to stay alive. Living things get their food in different ways. A food chain shows how living things in an ecosystem get their food.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other living things. Consumers cannot make their own food.\nSOLUTION: In this food chain, the California sea slug is a consumer because it eats another living thing. The California sea slug in this food chain eats the California kelp.\n The answer is A.",
+    "17841": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince bit is not between the guide words bark - belief, it would not be found on that page.\n The answer is A.",
+    "17845": "Assistant: LECTURE: Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.\nSOLUTION: To describe the average precipitation trends in Singapore, look at the graph.\nChoice \"Jan\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Sep\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"Nov\" is incorrect.\nChoice \"Dec\" is incorrect.\nNovember, December, and January each have over 200 millimeters of precipitation.\n The answer is C.",
+    "17846": "Assistant: LECTURE: Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.\nSOLUTION: In this experiment, Lucia investigated whether covering side mirrors with plastic bags affects how much ice forms on the mirrors. The uncovered side mirrors did not get bags. So, they were part of a control group.\n The answer is A.",
+    "17857": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.\nSOLUTION: Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.\n The answer is B.",
+    "17860": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nSOLUTION: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism big-boned suggests that Dwayne is overweight.\n The answer is B.",
+    "17867": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The first greeting is correct:\nIts first word is capitalized, and it ends with a comma. Ms. Peterson is capitalized because it is a proper noun.\n The answer is B.",
+    "17882": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince thirteen is between the guide words tease - tomb, it would be found on that page.\n The answer is B.",
+    "17887": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Achilles's heel is Greek mythology.\nIn Greek mythology, Achilles's mother dips him in a river that protects his body wherever it touches. His heel does not get wet, so it is the one part of his body left unprotected. During the Trojan War, an arrow hits Achilles in the heel and kills him.\nThe allusion Achilles's heel means a sole weakness.\n The answer is A.",
+    "17899": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nSOLUTION: The text uses an idiom, an expression that cannot be understood literally.\nThe idiom speak of the devil suggests that Tessa had just been speaking about Patrick. People say this when the person they've just been speaking about coincidentally arrives, as if summoned.\n The answer is B.",
+    "17901": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nBending a paper clip is a physical change. After you bend it, the paper clip has a different shape. But it is still made of the same type of matter.\nCutting your fingernails is a physical change. Your fingernails are shorter after you cut them. But the pieces are still made of the same type of matter as the uncut fingernails.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is D.",
+    "17903": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.\n The answer is C.",
+    "17907": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is North America.\n The answer is D.",
+    "17908": "Assistant: LECTURE: A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.\nSOLUTION: Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe palm leaf fossil is in a deeper layer in the rock sequence than the wood fossil. So, the palm leaf fossil is most likely older than the wood fossil.\n The answer is B.",
+    "17912": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.\nSOLUTION: A stuffed hippo is a solid. A solid has a size and shape of its own.\nWhen you hold a stuffed hippo in your hands, the stuffed hippo still has a size and shape of its own.\n The answer is C.",
+    "17918": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the Great Victoria Desert has a small amount of rain. It also has dry, thin soil.\n The answer is B.",
+    "17929": "Assistant: SOLUTION: The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.\n The answer is C.",
+    "17930": "Assistant: LECTURE: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!\nSOLUTION: Plagioclase has all the properties of a mineral. So, plagioclase is a mineral.\n The answer is B.",
+    "17936": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nSOLUTION: Look at the object.\nThink about each property.\nA fragile object will break into pieces if you drop it. The glass is fragile.\nA soft object changes shape when pressed or squeezed. The glass is not soft.\n The answer is B.",
+    "17937": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses verbal irony, which involves saying one thing but implying something very different.\nAs quiet as a jackhammer suggests that the snoring is loud. A jackhammer is not quiet, and neither is Mr. Joyce's snoring.\n The answer is A.",
+    "17943": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion nutshell is literature.\nIn a nutshell means in a few words.\n The answer is A.",
+    "17952": "Assistant: LECTURE: Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms.\nSOLUTION: Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for krypton contains one symbol: Kr. So, krypton is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, krypton is an elementary substance. The chemical formula for potassium nitrate contains three symbols: K for potassium, N for nitrogen, and O for oxygen. So, potassium nitrate is made of three chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, potassium nitrate is a compound, not an elementary substance. The chemical formula for sulfur dioxide contains two symbols: S for sulfur and O for oxygen. So, sulfur dioxide is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, sulfur dioxide is a compound, not an elementary substance.\n The answer is A.",
+    "17960": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of a cement truck is 22 tons.\n22 ounces and 22 pounds are both too light.\n The answer is B.",
+    "17969": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses unique in its traditional sense: being the only one of its kind.\nPedro custom ordered his unique coffee table from a master craftsman in Oakdale.\nThe second text uses unique in its nontraditional sense: interesting or unusual. Pedro's coffee table is an interesting style, but it was made in a factory and is probably not actually one of a kind.\nPedro bought his unique coffee table from a factory outlet store in Oakdale.\nMost style guides recommend to use the traditional sense of the word unique because it is considered more standard.\n The answer is A.",
+    "17970": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nSOLUTION: Look at the object.\nThink about each property.\nA bumpy object is covered in lumps and bumps. The popcorn is bumpy.\nA lemon has a sour taste. The popcorn is not sour.\n The answer is B.",
+    "17976": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of a blender is 1 liter.\n1 milliliter is too little.\n The answer is A.",
+    "17977": "Assistant: LECTURE: A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping.\nSOLUTION: The second sentence states a fact.\nThe Rocky Mountains stretch from New Mexico to Montana.\nIt can be proved by checking a map of the United States.\nThe first sentence states an opinion.\nThe prettiest parts of the Rocky Mountains are in the state of Wyoming.\nPrettiest shows what a person believes, thinks, or feels. Another person might have a different opinion about where the prettiest parts of the Rocky Mountains are.\n The answer is A.",
+    "17979": "Assistant: SOLUTION: Honolulu is the capital of Hawaii.\n The answer is A.",
+    "17985": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Rose wants or needs:\nRose will give up the chance to be in the Photography Club. She would have had more fun in the Photography Club than in the Theater Club.\n The answer is A.",
+    "17988": "Assistant: SOLUTION: This state is Colorado.\n The answer is C.",
+    "17990": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Bruce wants or needs:\nBruce will give up the chance to eat chocolate muffins. He thinks chocolate muffins are tastier than banana muffins.\n The answer is A.",
+    "17992": "Assistant: SOLUTION: Look at the table and images.\nPedro wants broccoli. Oliver wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is D.",
+    "17994": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the Arctic fox.\nDuring the winter, the Arctic fox has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the ptarmigan has white feathers covering its body. It is adapted to be camouflaged in the snow.\nThe naked mole rat has thin pink skin. It is not adapted to be camouflaged in the snow.\n The answer is B.",
+    "17995": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. They has been replaced with the park rangers.\nThe park rangers explained to the audience that a muskrat looks like a small beaver with a rat-like tail.\n The answer is B.",
+    "18003": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Mayor Armstrong wants people to give up their cars. However, this misrepresents Mayor Armstrong's argument. Mayor Armstrong only wants to create more bike lanes. This illustrates a type of logical fallacy known as a straw man.\n The answer is B.",
+    "18010": "Assistant: SOLUTION: Boise is the capital of Idaho.\n The answer is D.",
+    "18019": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince volley is between the guide words vain - violet, it would be found on that page.\n The answer is A.",
+    "18021": "Assistant: SOLUTION: Jefferson City is the capital of Missouri.\n The answer is C.",
+    "18029": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of a soda bottle cap is 11 milliliters.\n11 liters is too much.\n The answer is B.",
+    "18030": "Assistant: SOLUTION: Santa Fe is the capital of New Mexico.\n The answer is C.",
+    "18036": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nCrushing a mineral into powder is a physical change. The mineral breaks into tiny pieces. But it is still made of the same type of matter.\nDry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation.\nDry ice becoming a gas is a physical change. A change of state does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nDry ice sublimating is caused by heating. But crushing a mineral into powder is not.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is A.",
+    "18045": "Assistant: LECTURE: Reptiles have scaly, waterproof skin. Most reptiles live on land.\nSOLUTION: A Mojave rattlesnake is a reptile. It has scaly, waterproof skin.\nRattlesnakes have fangs they can use to inject venom into their prey.\nAn ocean sunfish is a fish. It lives underwater. It has fins, not limbs.\nOcean sunfish have a flat body and wide fins. They sometimes swim to the ocean's surface to rest in the sun.\nA rabbit is a mammal. It has fur and feeds its young milk.\nRabbits live underground in burrows. A group of rabbit burrows is called a warren.\nAn American bullfrog is an amphibian. It has moist skin and begins its life in water.\nFrogs live near water or in damp places. Most frogs lay their eggs in water.\n The answer is A.",
+    "18048": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nSOLUTION: Look at the picture of the European mole.\nThe European mole has long, straight claws. Its feet are adapted for digging. The European mole uses its claws to break up soil and move it out of the way.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe groundhog has long, straight claws. Its feet are adapted for digging.\nThe tokay gecko has wide, sticky toes. Its feet are not adapted for digging. The tokay gecko uses its feet to climb trees and walk on leaves.\n The answer is B.",
+    "18053": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "18055": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the strawberry poison frog.\nThe strawberry poison frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the strawberry poison frog is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Spanish shawl nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators.\nThe gray tree frog has gray-brown skin. Its skin is not adapted to be a warning sign that wards off predators.\n The answer is B.",
+    "18064": "Assistant: SOLUTION: Harrisburg is the capital of Pennsylvania.\n The answer is C.",
+    "18068": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince compose is between the guide words cash - crayon, it would be found on that page.\n The answer is B.",
+    "18069": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is South America.\n The answer is D.",
+    "18072": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water.\nSOLUTION: Beating an egg is a physical change. Beating an egg mixes together the egg white, egg yolk, and some air. But mixing them together does not form a different type of matter.\n The answer is B.",
+    "18073": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "18077": "Assistant: LECTURE: Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.\n The answer is A.",
+    "18078": "Assistant: LECTURE: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group.\nSOLUTION: To decide if an animal is part of a group, look at the traits of the group.\nMammals have the following traits:\nThey feed their offspring milk.\nThey have fur or hair.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA gray tree frog has the following traits:\nIt spends part of its life in water and part on land.\nIt has moist skin.\nIt makes eggs with no shells.\nA gray tree frog does not have all of the traits of a mammal. A gray tree frog is an amphibian.\nA Bengal tiger has the following traits:\nIt feeds its offspring milk.\nIt has hair.\nA Bengal tiger has the traits of a mammal. A Bengal tiger is a mammal.\n The answer is B.",
+    "18086": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, the Cerrado has warm summers and warm winters. It also has year-round rain.\n The answer is A.",
+    "18088": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is C.",
+    "18095": "Assistant: LECTURE: Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.\nScientists use both ball-and-stick models and chemical formulas to represent molecules.\nA ball-and-stick model of a molecule is shown below.\nThe balls represent atoms. The sticks represent the chemical bonds between the atoms. Balls that are different colors represent atoms of different elements. The element that each color represents is shown in the legend.\nEvery element has its own abbreviation, called its atomic symbol. Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.\nThe molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.\nThe chemical formula for a substance contains the atomic symbol for each element in the substance. Many chemical formulas also contain subscripts. A subscript is small text placed lower than the normal line of text. Each subscript in a chemical formula is placed after the symbol for an element and tells you how many atoms of that element that symbol represents. If there is no subscript after a symbol, that symbol represents one atom.\nSo, the chemical formula for a substance tells you which elements make up that substance. It also tells you the ratio of the atoms of those elements in the substance. For example, the chemical formula below tells you that there are three chlorine atoms for every one boron atom in the substance. This chemical formula represents the same substance as the ball-and-stick model shown above.\nSOLUTION: H is the symbol for hydrogen. According to the legend, hydrogen atoms are shown in light gray. S is the symbol for sulfur. According to the legend, sulfur atoms are shown in yellow. This ball-and-stick model shows a molecule with two hydrogen atoms and one sulfur atom. The chemical formula will contain the symbols H and S. There are two hydrogen atoms, so H will have a subscript of 2. There is one sulfur atom, so S will not have a subscript. The correct formula is H2 S. The diagram below shows how each part of the chemical formula matches with each part of the model above.\n The answer is C.",
+    "18101": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nSOLUTION: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism terminological inexactitudes means that they used false or misleading language.\n The answer is B.",
+    "18104": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.\nSOLUTION: The best estimate for the volume of a mustard bottle is 10 fluid ounces.\n10 cups and 10 gallons are both too much.\n The answer is A.",
+    "18105": "Assistant: SOLUTION: Jefferson City is the capital of Missouri.\n The answer is C.",
+    "18124": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.\nSOLUTION: A hair dryer is a solid. A solid has a size and shape of its own. A hair dryer is made of plastic.\nCaramel sauce is a liquid. A liquid takes the shape of any container it is in. If you pour caramel sauce into a container, the caramel sauce will take the shape of that container. But the caramel sauce will still take up the same amount of space.\nA pair of dice is a solid. A solid has a size and shape of its own. When you roll a pair of dice, the dice have a shape of their own. They are still cubes when they stop rolling.\nThe tortoise shell is a solid. A solid has a size and shape of its own. A tortoise shell is made of a solid called keratin, just like your fingernails!\n The answer is A.",
+    "18127": "Assistant: LECTURE: A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.\nSOLUTION: The student pulls out the drawer. The direction of the pull is toward her hand.\n The answer is A.",
+    "18128": "Assistant: LECTURE: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw.\nSOLUTION: The first sentence states a fact.\nThe California Gold Rush began after gold was discovered in 1848.\nIt can be proved by reading a book about the California Gold Rush.\nThe second sentence states an opinion.\nPeople who moved to California for gold were greedy.\nGreedy shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes someone greedy.\n The answer is A.",
+    "18129": "Assistant: SOLUTION: Lansing is the capital of Michigan.\n The answer is A.",
+    "18130": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince lamb is between the guide words lever - loan, it would be found on that page.\n The answer is A.",
+    "18131": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A peregrine falcon's scientific name is Falco peregrinus.\nFalco peregrinus has the same scientific name as a peregrine falcon. So, these organisms are in the same species.\nStrix uralensis does not have the same scientific name as a peregrine falcon. So, Falco peregrinus and Strix uralensis are not in the same species.\nArdea cinerea does not have the same scientific name as a peregrine falcon. So, Falco peregrinus and Ardea cinerea are not in the same species.\n The answer is A.",
+    "18133": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the elementary substance zirconium.\nIn a space-filling model, the balls represent atoms that are bonded together. The color of a ball represents a specific chemical element. The atomic symbol for that chemical element is shown in the legend.\nSOLUTION: Use the model to determine whether magnesium is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the space-filling model shown above, all of the balls are the same color:\n. The legend shows that green represents the chemical element with the atomic symbol Mg. So, the model shows you that magnesium is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that magnesium is composed of only one chemical element. So, magnesium is an elementary substance.\n The answer is A.",
+    "18134": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that lending something to someone will lead to widespread theft. However, this argument offers only an extreme outcome and ignores other possible outcomes. For instance, you may lend something to someone without worrying that they will steal it. This illustrates a type of logical fallacy known as the slippery slope fallacy.\n The answer is B.",
+    "18136": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nSOLUTION: The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.\n The answer is B.",
+    "18138": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nIt was windy last night at the Northern Kentucky Airport. The wind was blowing in from the southeast.\nThis passage tells you about the wind direction at the Northern Kentucky Airport last night. It describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is A.",
+    "18146": "Assistant: SOLUTION: This state is Mississippi.\n The answer is A.",
+    "18149": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A moon jellyfish's scientific name is Aurelia aurita.\nAequorea victoria does not have the same scientific name as a moon jellyfish. So, Aurelia aurita and Aequorea victoria are not in the same species.\nCyanea capillata does not have the same scientific name as a moon jellyfish. So, Aurelia aurita and Cyanea capillata are not in the same species.\nAurelia aurita has the same scientific name as a moon jellyfish. So, these organisms are in the same species.\n The answer is B.",
+    "18152": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles.\n The answer is A.",
+    "18159": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. The tomato plant's observable version of the leaf type trait is potato leaves. So, the plant's phenotype for the leaf type trait is potato leaves.\n The answer is A.",
+    "18166": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.\nSOLUTION: Look at the picture of the marmot.\nThe marmot has large front teeth. Its mouth is adapted for gnawing. The large front teeth can help the marmot break off pieces of food that it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe aardvark has large front teeth. Its mouth is adapted for gnawing.\nThe Damara mole rat has large front teeth. Its mouth is adapted for gnawing.\n The answer is B.",
+    "18167": "Assistant: LECTURE: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there\nSOLUTION: The deep sea is a type of ecosystem. Deep sea ecosystems have the following features: water at the bottom of the ocean, no sunlight, and organisms that crawl or stick to the ground. So, the Kermadec Arc has water at the bottom of the ocean. It also has no sunlight.\n The answer is B.",
+    "18173": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is A.",
+    "18184": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles.\n The answer is C.",
+    "18187": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A mouflon's scientific name is Ovis orientalis. The first word of its scientific name is Ovis.\nOvis aries is in the genus Ovis. The first word of its scientific name is Ovis. So, Ovis aries and Ovis orientalis are in the same genus.\nHystrix cristata is in the genus Hystrix. The first word of its scientific name is Hystrix. So, Hystrix cristata and Ovis orientalis are not in the same genus.\nAlouatta palliata is in the genus Alouatta. The first word of its scientific name is Alouatta. So, Alouatta palliata and Ovis orientalis are not in the same genus.\n The answer is C.",
+    "18194": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince principal is between the guide words paint - post, it would be found on that page.\n The answer is B.",
+    "18196": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.\n The answer is A.",
+    "18197": "Assistant: LECTURE: Some words are alike. They go together in a group.\nRed, blue, and green go together. They are colors.\nMom, dad, grandma, and grandpa go together. They are people in a family.\nSOLUTION: King, queen, and clown go together. They are people in a family. Teacher is not a person in a family, so it is not like the other words.\n The answer is D.",
+    "18202": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.\n The answer is A.",
+    "18212": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that off-leash dogs would somehow cause an increase in crime in Salem. However, these two ideas aren't related. This illustrates a type of logical fallacy known as a red herring.\n The answer is B.",
+    "18241": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 1-kilogram brick at 70\u00b0F has half as much thermal energy as a 2-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the smaller brick has half as many atoms. So, it has half as much thermal energy.\nSOLUTION: The two pieces of rope are made of the same material and have the same mass. So, the colder piece of rope has less thermal energy.\n The answer is A.",
+    "18245": "Assistant: LECTURE: The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.\n The answer is B.",
+    "18250": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of a diving board is 10 feet.\n10 inches is too short. 10 yards and 10 miles are too long.\n The answer is C.",
+    "18257": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nSOLUTION: All three cherry pies have the same mass but different temperatures. Since the 77\u00b0F pie is the coldest, it has the least thermal energy.\n The answer is A.",
+    "18258": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Decomposers help break down dead organisms into simpler matter, such as nutrients. These nutrients can then help plants and other organisms grow. In a food web, there is an arrow pointing from another organism to a decomposer. There are no arrows pointing from a decomposer to another organism.\nThe earthworm does not have arrows pointing from it to other organisms. So, the earthworm is a decomposer.\nThe bilberry has arrows pointing from it. So, the bilberry is not a decomposer.\n The answer is A.",
+    "18263": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.\nSOLUTION: The better estimate for how long it takes to peel a banana is 11 seconds.\n11 minutes is too slow.\n The answer is B.",
+    "18272": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "18273": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The second text uses literally in its traditional sense: in a factual, non-exaggerated way.\nJayce's new kitten\u2014barely three weeks old\u2014was literally the size of a softball; it could just about fit in the palm of his hand.\nThe first text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). Jayce's new kitten is not actually just a ball of fluff.\nJayce's new kitten\u2014barely three weeks old\u2014was literally just a ball of fluff in the palm of his hand.\nMost style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect.\n The answer is A.",
+    "18275": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince weary is between the guide words walnut - who, it would be found on that page.\n The answer is B.",
+    "18277": "Assistant: SOLUTION: Madison is the capital of Wisconsin.\n The answer is C.",
+    "18278": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nIt was 24\u00b0C downtown this afternoon.\nThis passage tells you about the temperature downtown this afternoon. It describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is B.",
+    "18284": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Arctic Ocean.\n The answer is C.",
+    "18288": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Iowa is farthest north.\n The answer is A.",
+    "18291": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nSOLUTION: Look at the picture of the Atlantic puffin.\nThe Atlantic puffin has webbed feet. Its feet are adapted for swimming. As it swims, the Atlantic puffin uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe platypus has webbed feet. Its feet are adapted for swimming.\nThe spectral tarsier has long fingers and toes. Its feet are not adapted for swimming. The spectral tarsier uses its feet to climb trees.\n The answer is A.",
+    "18294": "Assistant: SOLUTION: Look at the map.\nThe map shows that the conflict involved countries and territories throughout Asia, South America, Africa, Europe, and North America. The only continents not involved were Australia, where no Europeans had settled, and Antarctica, where no humans lived.\nThe French and Indian War was part of a global war between rival empires. An empire is a group of places ruled by a central power. At the time, several empires were fighting to become the most powerful in the world. Many historians call this global war the Seven Years' War.\nThe French and Indian War was the part of the Seven Years' War fought in North America. This war led to big changes in the relationship between the Thirteen Colonies and Great Britain. Historians often consider these changes important causes of the American Revolution, which started less than 20 years later.\n The answer is A.",
+    "18296": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Brad Lloyd is the most qualified candidate, because so many voters turned out to vote. However, even though many people voted for him, that doesn't necessarily mean that Brad Lloyd is the most qualified candidate. This illustrates a type of logical fallacy known as the bandwagon fallacy.\n The answer is A.",
+    "18303": "Assistant: LECTURE: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.\nIn a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.\nThe original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.\nThe substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.\nSo, in a chemical reaction, reactants go through a chemical change to form products.\nSOLUTION: Read the underlined text carefully. Look for information about what happens to zinc oxide in this chemical reaction.\nMany watches are powered by small, flat batteries called button cells. One common type of button cell contains the metal zinc. When zinc in the battery combines with oxygen in the air, zinc oxide forms. This process generates the electricity that powers the watch.\nThe underlined text tells you that zinc oxide forms when zinc and oxygen combine. Because zinc and oxygen react, or go through a chemical change, their atoms are rearranged to form zinc oxide. The text also tells you that zinc oxide is a product.\n The answer is A.",
+    "18306": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that if Leon enjoyed the casserole, then he would have eaten more. However, Leon could have enjoyed the casserole without wanting a second serving. This illustrates a type of logical fallacy known as a false dichotomy.\n The answer is C.",
+    "18310": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. Hobbes has two alleles for straight fur (F). So, Hobbes's genotype for the fur type gene is FF.\n The answer is B.",
+    "18311": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.\nSOLUTION: Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.\n The answer is C.",
+    "18322": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Kentucky is farthest east.\n The answer is B.",
+    "18328": "Assistant: LECTURE: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.\n The answer is A.",
+    "18334": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is B.",
+    "18336": "Assistant: SOLUTION: Columbus is the capital of Ohio.\n The answer is A.",
+    "18338": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow!\nSOLUTION: The sentence tells about something, and it ends with a period. It is a declarative sentence.\n The answer is A.",
+    "18344": "Assistant: SOLUTION: The city is Nashville, Tennessee. New York City, Denver, and San Antonio are marked with gray circles on the map below.\n The answer is A.",
+    "18349": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the giant pangolin.\nThe giant pangolin has hard scales on its skin. Its skin is adapted for protection against a predator with sharp teeth. The scales make it difficult for predators to hurt or kill the giant pangolin.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe nine-banded armadillo has hard scales on its skin. Its skin is adapted for protection against a predator with sharp teeth.\nThe Grant's gazelle has soft fur covering its skin. Its skin is not adapted for protection against predators with sharp teeth.\n The answer is B.",
+    "18357": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Layla wants or needs:\nLayla will spend more time making the tomato soup than she would have spent making the beef barley soup.\n The answer is B.",
+    "18362": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. Boxer has one allele for a black coat (L) and one allele for a reddish-brown coat (l). So, Boxer's genotype for the coat color gene is Ll.\n The answer is A.",
+    "18372": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Richard wants or needs:\nThe palm tree will use up more space than the marigolds would have used up.\n The answer is A.",
+    "18382": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The second text uses can in its traditional sense: to have the ability to.\nGrace can type using a keyboard with a QWERTY layout, but she prefers the Dvorak layout. The two keyboards have different arrangements of letters and symbols.\nThe first text uses can in its nontraditional sense: to have permission to.\nIf Grace prefers a keyboard with the Dvorak layout, she can use mine. In my opinion, it's faster than typing on a keyboard with a QWERTY layout.\nMost style guides recommend to use the traditional sense of the word can because it is considered more standard.\n The answer is A.",
+    "18387": "Assistant: SOLUTION: The passage says a blue whale is as big as two school buses put together.\n The answer is C.",
+    "18389": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. Sushi's observable version of the body color trait is a golden body. So, Sushi's phenotype for the body color trait is a golden body.\n The answer is A.",
+    "18395": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed.\nSOLUTION: Look at the distance each bat moved and the time it took to move that distance.\nOne bat moved 40 kilometers in 10 hours.\nThe other bat moved 225 kilometers in 10 hours.\nNotice that each bat spent the same amount of time moving. The bat that moved 40 kilometers moved a shorter distance in that time. So, that bat must have moved at a lower speed.\n The answer is A.",
+    "18396": "Assistant: LECTURE: Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.\nSOLUTION: In this experiment, Jason and his neighbors investigated whether adding sunflower seeds to bird feeders affects how many woodpeckers visit yards. The yards with empty feeders did not get sunflower seeds. So, they were part of a control group.\n The answer is A.",
+    "18405": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed.\nSOLUTION: Look at the distance each bowhead whale moved and the time it took to move that distance.\nOne bowhead whale moved 25 miles in 10 hours.\nThe other bowhead whale moved 60 miles in 10 hours.\nNotice that each bowhead whale spent the same amount of time moving. The bowhead whale that moved 25 miles moved a shorter distance in that time. So, that bowhead whale must have moved at a lower speed.\n The answer is A.",
+    "18407": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nThere are usually more days with low air pressure than high air pressure where Diane lives.\nAir pressure is caused by the weight of the air in the atmosphere. When the air pressure is low, the sky is usually cloudy.\nThe passage tells you about the usual pattern of air pressure where Diane lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is A.",
+    "18412": "Assistant: LECTURE: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.\n The answer is C.",
+    "18420": "Assistant: SOLUTION: Augusta is the capital of Maine.\n The answer is B.",
+    "18421": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.\nSOLUTION: The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.\n The answer is C.",
+    "18424": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince event is between the guide words easel - enamel, it would be found on that page.\n The answer is A.",
+    "18426": "Assistant: SOLUTION: Ramadan is a special time of year in the religion of Islam. During Ramadan, Muslims fast from food and water from sunrise to sunset.\n The answer is A.",
+    "18427": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?\nThe number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.\nThere are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.\nThere are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard.\nSOLUTION: The better estimate for the length of a hiking trail is 1 mile.\n1 yard is too short.\n The answer is B.",
+    "18429": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.\nSOLUTION: A ballet shoe is a solid. A solid has a size and shape of its own.\nWhen a dancer wears a ballet shoe, it may bend a little. But the ballet shoe still has a size and shape of its own.\n The answer is A.",
+    "18436": "Assistant: LECTURE: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.\nSOLUTION: Floods destroyed the cough drop factories in Norwood. The number of producers of cough drops went down. So, the supply of cough drops will probably go down.\n The answer is A.",
+    "18440": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed.\nSOLUTION: Look at the distance each mountain biker moved and the time it took to move that distance.\nOne mountain biker moved 65 miles in 5 hours.\nThe other mountain biker moved 95 miles in 5 hours.\nNotice that each mountain biker spent the same amount of time moving. The mountain biker who moved 65 miles moved a shorter distance in that time. So, that mountain biker must have moved at a lower speed.\n The answer is B.",
+    "18446": "Assistant: SOLUTION: This country is Saint Kitts and Nevis.\n The answer is D.",
+    "18454": "Assistant: LECTURE: A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nSOLUTION: The temperature of each vial increased, which means that the thermal energy of each vial increased. So, thermal energy was transferred from the surroundings to each vial.\n The answer is B.",
+    "18472": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of the air on a cold, rainy day is 44\u00b0F.\n44\u00b0C is too hot.\n The answer is A.",
+    "18483": "Assistant: SOLUTION: Annapolis is the capital of Maryland.\n The answer is C.",
+    "18487": "Assistant: LECTURE: Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving.\nSOLUTION: Complete the sentence with the word coughed. It describes the engine as if it were a person who is sick.\n The answer is A.",
+    "18492": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun she could refer to Carly or Jenny.\nCarly looks almost identical to her twin sister Jenny, but she has pierced ears.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nCarly has pierced ears, but otherwise she looks almost identical to her twin sister Jenny.\n The answer is A.",
+    "18494": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.\nSOLUTION: A yak is a mammal. It has hair and feeds its young milk.\nYaks live in cold places. Their long hair helps keep them warm.\nA bull shark is a fish. It lives underwater. It has fins, not limbs.\nBull sharks can live in both fresh and salt water. They are found in rivers and in shallow parts of the ocean.\nA shoebill is a bird. It has feathers, two wings, and a beak.\nShoebills live in tropical East Africa. Shoebills get their name from their shoe-shaped beaks.\nAn eastern newt is an amphibian. It has moist skin and begins its life in water.\nSome newts live in water. Other newts live on land but lay their eggs in water.\n The answer is B.",
+    "18499": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "18503": "Assistant: LECTURE: Fern plants reproduce using both asexual reproduction and sexual reproduction.\nMature ferns have flat leaves called fronds. Ferns have structures that look like small dots on the underside of their fronds. These structures are called spore cases. The mature ferns use asexual reproduction to make spores. When the spore cases open, the spores are released.\nWhen a spore lands on the ground and germinates, it grows into a small heart-shaped plant. The heart-shaped plant begins the fern's sexual reproduction stage by making eggs and sperm. Ferns live in damp environments, and sperm can swim though small water drops. Self-fertilization happens when a sperm swims to an egg on the same heart-shaped plant. Cross-fertilization happens when the sperm swims to an egg on a nearby plant.\nFertilization happens when a sperm and an egg fuse. The fertilized egg germinates and grows into a mature fern.\nThe mature fern can make spores and begin the fern life cycle again.\nSOLUTION: After they are released, spores can land on the ground and germinate. When spores germinate, they grow into heart-shaped plants.\nFerns do not fuse with other ferns. Instead, heart-shaped plants grow from spores.\n The answer is B.",
+    "18506": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.\nSOLUTION: The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.\n The answer is C.",
+    "18516": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince earnest is between the guide words electric - ever, it would be found on that page.\n The answer is B.",
+    "18547": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed.\nSOLUTION: Look at the distance each bicycle moved and the time it took to move that distance. The direction each bicycle moved does not affect its speed.\nNotice that each bicycle moved for 5 hours. The bicycle that moved 145 miles moved the farthest distance in that time. So, that bicycle must have moved at the highest speed.\n The answer is C.",
+    "18550": "Assistant: LECTURE: Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4\n The answer is A.",
+    "18559": "Assistant: LECTURE: Words are made up of syllables. Two kinds of syllables are closed and open.\nA closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.\ndesk: short e\nkit / ten: short i / short e\nAn open syllable ends with one vowel. It usually has a long vowel sound.\ngo: long o\nhe / ro: long e / long o\nSome open syllables end with y. The y makes a long e sound or a long i sound.\nsky: long i\nba / by: long a / long e\nSOLUTION: The word is closed. It ends with a consonant and has a short vowel sound.\n The answer is B.",
+    "18560": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Africa.\n The answer is C.",
+    "18562": "Assistant: LECTURE: Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.\nSOLUTION: The equator is the line at 0\u00b0 latitude. It intersects Africa. It does not intersect Europe or Australia.\n The answer is C.",
+    "18565": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 1-kilogram brick at 70\u00b0F has half as much thermal energy as a 2-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the smaller brick has half as many atoms. So, it has half as much thermal energy.\nSOLUTION: The two blocks of concrete are made of the same material and have the same mass. So, the colder block of concrete has less thermal energy.\n The answer is A.",
+    "18571": "Assistant: LECTURE: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read?\nSOLUTION: The writer could best improve his or her ideas and development by focusing on one main idea.\nFor example, the writer could remove the underlined text to focus only on the reasons why smoking cigarettes is bad for your health.\nWhy is smoking cigarettes bad for your health? Cigarettes contain poisonous substances like carbon monoxide and tar, which can harm every part of your body. Smoking causes heart disease and damages your blood vessels. Eating a diet high in fat, sugar, and salt can also lead to heart disease. A lack of exercise contributes to heart disease, too. Smoking damages your lungs and can cause breathing problems or lung cancer. In fact, it can cause cancer in any organ in your body.\n The answer is B.",
+    "18572": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.\n The answer is A.",
+    "18576": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n\nSOLUTION: To decide which planet is the smallest, look at the volumes shown in the table and compare the exponents. Mercury's volume has an exponent of 10, which is the smallest out of all the planets.\nMercury is made mainly of rock. So, the smallest planet is made mainly of rock.\n The answer is A.",
+    "18586": "Assistant: LECTURE: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there\nSOLUTION: The deep sea is a type of ecosystem. Deep sea ecosystems have the following features: water at the bottom of the ocean, no sunlight, and organisms that crawl or stick to the ground. So, the New England Seamount Chain has water at the bottom of the ocean. It also has no sunlight.\n The answer is A.",
+    "18588": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in present tense. You can tell because it uses a present-tense verb, throws. The verb ends in -s and tells you about something that is true or happening now.\n The answer is A.",
+    "18609": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n\nSOLUTION: To determine if this statement is true, calculate the value of 1,000 times the volume of Earth.\nThen compare the result to the volume of Jupiter. The volume of Jupiter is 1.43 x 10^15 km^3, which is more than 1.08 x 10^15 km^3. So, Jupiter's volume is more than 1,000 times that of Earth.\n The answer is B.",
+    "18617": "Assistant: SOLUTION: The colony is Pennsylvania.\n The answer is D.",
+    "18627": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A tiger shark is a fish. It lives underwater. It has fins, not limbs.\nA red-tailed hawk is a bird. It has feathers, two wings, and a beak.\n The answer is A.",
+    "18632": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nPotato chips have a salty taste. All four objects are salty.\nA stretchy object gets longer when you pull on it. The cracker is not stretchy.\nYou can see clearly through a transparent object. The pretzel is not transparent.\nThe property that all four objects have in common is salty.\n The answer is A.",
+    "18651": "Assistant: LECTURE: In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or\nSOLUTION: Capitalize the first word, the last word, and every important word in between. The words the and you are not important, so they should not be capitalized.\nThe correct title is Don't Let the Turkeys Get You Down.\n The answer is B.",
+    "18658": "Assistant: SOLUTION: Columbia is the capital of South Carolina.\n The answer is D.",
+    "18659": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince midnight is between the guide words melt - myself, it would be found on that page.\n The answer is B.",
+    "18660": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses travesty in its traditional sense: a ridiculous imitation; a parody.\nDoug's ill-researched essay about the Space Race received a poor grade because it presented such a travesty of the actual historical events.\nThe second text uses travesty in its nontraditional sense: a disappointment or a tragedy.\nDoug realized that his essay about the Space Race was a bit inaccurate, but he still thought it a travesty that such an entertaining essay should receive a poor grade.\nMost style guides recommend to use the traditional sense of the word travesty because it is considered more standard.\n The answer is B.",
+    "18662": "Assistant: SOLUTION: The city is Washington, D.C. Philadelphia, Boston, and New York City are marked with gray circles on the map below.\n The answer is B.",
+    "18673": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nSOLUTION: The text uses an allusion, a brief reference to someone or something well known.\nThe allusion to an ark suggests that Marcy thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds.\n The answer is A.",
+    "18675": "Assistant: LECTURE: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group.\nSOLUTION: To decide if an animal is part of a group, look at the traits of the group.\nAmphibians have the following traits:\nThey spend part of their lives in water and part on land.\nThey have moist skin.\nThey make eggs with no shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA Chinese alligator has the following traits:\nIt has scaly, waterproof skin.\nIt makes eggs with shells.\nA Chinese alligator does not have all of the traits of an amphibian. A Chinese alligator is a reptile.\nA green toad has the following traits:\nIt spends part of its life in water and part on land.\nIt has moist skin.\nIt makes eggs with no shells.\nA green toad has the traits of an amphibian. A green toad is an amphibian.\n The answer is B.",
+    "18682": "Assistant: SOLUTION: The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.\n The answer is D.",
+    "18686": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "18687": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A European green toad is an amphibian. It has moist skin and begins its life in water.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\n The answer is B.",
+    "18689": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nSOLUTION: To determine if this statement is true, calculate the value of 50% of Jupiter's volume by multiplying Jupiter's volume by 0.5.\nThen compare the result to the volume of Saturn. The volume of Saturn is 827,130 billion km^3, which is more than 715,640 billion km^3. So, Saturn's volume is more than 50% of Jupiter's volume.\n The answer is B.",
+    "18703": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Herman sat down on the rickety old chair, it abruptly collapsed beneath him.\n The answer is B.",
+    "18707": "Assistant: LECTURE: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there\nSOLUTION: A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Monta\u00f1a De Oro State Park have daily flooding and draining of seawater. They also have water that is rich in nutrients.\n The answer is A.",
+    "18714": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in present tense. You can tell because it uses a present-tense verb, reads. The verb ends in -s and tells you about something that is true or happening now.\n The answer is A.",
+    "18716": "Assistant: LECTURE: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!\nSOLUTION: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nSoap is made in a factory. But all minerals are formed in nature.\nSoap is a liquid. But all minerals are solids.\nSo, soap is not a mineral.\nGalena is a mineral.\nNative gold is a mineral.\n The answer is C.",
+    "18718": "Assistant: LECTURE: Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food.\nSOLUTION: A fir tree is a plant. It has green leaves.\nThe leaves of fir trees are called needles.\nA sheep is an animal. It eats plants.\nPeople raise sheep for their fur, meat, and milk.\nA chili pepper is a plant. It has many green leaves.\nChili peppers give food a spicy flavor.\nA tulip is a plant. It has a green stem.\nTulips grow best in cool, dry places.\n The answer is A.",
+    "18722": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.\nSOLUTION: Look at the picture of the giraffe.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe gerenuk has a long neck. Its neck is adapted for reaching high branches.\nThe black-tailed jackrabbit has a short neck. Its neck is not adapted for reaching high branches. The black-tailed jackrabbit uses its neck to eat grass.\n The answer is B.",
+    "18723": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince gravy is between the guide words gale - giraffe, it would be found on that page.\n The answer is A.",
+    "18739": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in past tense. You can tell because it uses a past-tense verb, strained. The verb ends in -ed and tells you about something that has already happened.\n The answer is A.",
+    "18743": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses factoid in its traditional sense: something made up presented as a true fact.\nAs a geneticist, Janet dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.\nThe second text uses factoid in its nontraditional sense: a trivial but true fact.\nAs a geneticist, Janet enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard.\n The answer is B.",
+    "18752": "Assistant: SOLUTION: Look at the table and images.\nBella wants broccoli. Darnell wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.\n The answer is D.",
+    "18753": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: Goes on a big adventure is a sentence fragment. It is missing a subject.\n The answer is B.",
+    "18763": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Jekyll and Hyde is literature.\nRobert Louis Stevenson's popular Victorian novella Dr. Jekyll and Mr. Hyde tells the story of a man with two distinct personalities. Known to the world as a kind and highly respected doctor, at night he transforms into a monstrous person.\nThe allusion Jekyll and Hyde means kind then cruel.\n The answer is A.",
+    "18765": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. Mabel's observable version of the xeroderma pigmentosum trait is having xeroderma pigmentosum. So, Mabel's phenotype for the xeroderma pigmentosum trait is having xeroderma pigmentosum.\n The answer is A.",
+    "18775": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince jeep is between the guide words jar - jut, it would be found on that page.\n The answer is A.",
+    "18779": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Africa.\n The answer is B.",
+    "18786": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses an oxymoron, a joining of two seemingly contradictory terms.\nWorking vacation is a contradiction, because going on a vacation implies that you are taking a break from work.\n The answer is B.",
+    "18787": "Assistant: SOLUTION: Indianapolis is the capital of Indiana.\n The answer is D.",
+    "18792": "Assistant: LECTURE: Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.\nSOLUTION: The prime meridian is the line at 0\u00b0 longitude. It intersects Africa. It does not intersect South America or Asia.\n The answer is C.",
+    "18795": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nSOLUTION: Look at the object.\nThink about each property.\nYou can see clearly through a transparent object. The water pitcher is transparent.\nA colorful object has one or more bright colors. The water pitcher is not colorful.\n The answer is B.",
+    "18796": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is A.",
+    "18803": "Assistant: LECTURE: There is a surplus if there is too much for sale at a given price.\nThere is a shortage if there is not enough for sale at a given price.\nSurpluses and shortages usually happen when people who are selling goods or services charge too much or too little.\nWhen the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.\nWhen the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage.\nSOLUTION: At the current price, there are not enough cars for sale. There are 20 cars for sale, but 40 people want to buy one.\nSo, there is a shortage of new cars.\n The answer is B.",
+    "18812": "Assistant: SOLUTION: The colony is Rhode Island.\n The answer is C.",
+    "18814": "Assistant: SOLUTION: Cheyenne is the capital of Wyoming.\n The answer is B.",
+    "18816": "Assistant: LECTURE: In a place, livestock are animals that are raised for their food, milk, or hide. Some places have more livestock than others.\nLivestock are more common in rural areas. In these places, people raise animals for food, milk, and hide.\nLivestock are less common in suburban areas. In these places, people live near each other.\nSOLUTION: Livestock are more common in rural areas. In these places, people raise animals for food, milk, and hide.\n The answer is A.",
+    "18822": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Australia.\n The answer is A.",
+    "18841": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is C.",
+    "18846": "Assistant: SOLUTION: Juneau is the capital of Alaska.\n The answer is D.",
+    "18858": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. Queenie's observable version of the cheek color trait is bright orange cheeks. So, Queenie's phenotype for the cheek color trait is bright orange cheeks.\n The answer is A.",
+    "18864": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Reggie is capitalized because it is a proper noun.\n The answer is B.",
+    "18873": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nThe Dominican Republic has lush, green forests and beautiful beaches. A biologist studying insects noticed that it was cooler in the forest than at the beach for most of last week.\nThe underlined part of the passage tells you about the temperature in the Dominican Republic last week. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is B.",
+    "18876": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "18885": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, Cape Breton Highlands National Park has long, cold winters. It also has soil that is poor in nutrients.\n The answer is B.",
+    "18889": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.\n The answer is C.",
+    "18892": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nCutting an apple is a physical change. The apple gets a different shape. But it is still made of the same type of matter as the uncut apple.\nA sidewalk heating up in the sun is a physical change. The temperature of the sidewalk goes up, but the sidewalk is still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nA sidewalk getting warm in the sun is caused by heating. But cutting an apple is not.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is D.",
+    "18895": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nSOLUTION: Look at the picture of the black-bellied whistling duck.\nThe black-bellied whistling duck has webbed feet. Its feet are adapted for swimming. As it swims, the black-bellied whistling duck uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe common guillemot has webbed feet. Its feet are adapted for swimming.\nThe spectral tarsier has long fingers and toes. Its feet are not adapted for swimming. The spectral tarsier uses its feet to climb trees.\n The answer is B.",
+    "18896": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA bouncy object will bounce back from the floor if you drop it. The basketball is bouncy, but the spring is not.\nA colorful object has one or more bright colors. Both objects are colorful.\nThe property that both objects have in common is colorful.\n The answer is B.",
+    "18906": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses an oxymoron, a joining of two seemingly contradictory terms.\nAlone together is a contradiction, because being alone means by yourself, but together means with someone else.\n The answer is B.",
+    "18907": "Assistant: LECTURE: A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing.\nSOLUTION: An event chain uses arrows to show the order of events. This event chain shows some main events from the American Revolution.\nFollow the arrows to see the order of events. An arrow points from The war ends to The Constitution begins. So, the Constitution began fighting after the war ended.\n The answer is B.",
+    "18915": "Assistant: LECTURE: In the 1600 s, Europeans started to trade with Asia. At first, the trading was done by the Dutch East India Company and the English East India Company.\nThese companies were granted special rights, or privileges, by their respective governments. The privileges included the right to sail to Asia, buy goods there, and sell those goods in Europe.\nIn 1633, the Spanish government gave the Spanish East India Company the right to sail to Asia and buy goods there. But the Portuguese government would not let the Spanish East India Company sail around Africa. So, the Spanish East India Company could not get to Asia.\n The answer is C.",
+    "18919": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince rampart is not between the guide words reach - risk, it would not be found on that page.\n The answer is B.",
+    "18920": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. The common carp has one allele for normal scales (A) and one allele for mirror scales (a). So, the carp's genotype for the scale type gene is Aa.\n The answer is B.",
+    "18935": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Waterloo is history.\nThe Battle of Waterloo was a military conflict that took place in Belgium in 1815. The battle ended the career of Napoleon, a French emperor who had dominated European politics for many years.\nThe allusion Waterloo means a final defeat.\n The answer is B.",
+    "18936": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is C.",
+    "18937": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.\n The answer is A.",
+    "18949": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Zelda's genotype for the coat pattern gene is aa. Zelda's genotype of aa has only a alleles. The a allele is for white spots. So, Zelda's phenotype for the coat pattern trait must be white spots.\nTo check this answer, consider whether Zelda's alleles are dominant or recessive. The allele for solid coloring (A) is dominant over the allele for white spots (a). This means A is a dominant allele, and a is a recessive allele.\nZelda's genotype of aa has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Zelda's phenotype for the coat pattern trait must be white spots.\n The answer is B.",
+    "18973": "Assistant: LECTURE: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there\nSOLUTION: A desert is a type of ecosystem. Deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, Death Valley has dry, thin soil. It also has many different types of organisms.\n The answer is A.",
+    "18985": "Assistant: SOLUTION: This country is Saint Kitts and Nevis.\n The answer is A.",
+    "18994": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.\nSOLUTION: Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.\n The answer is B.",
+    "19002": "Assistant: SOLUTION: Cheyenne is the capital of Wyoming.\n The answer is D.",
+    "19016": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nSOLUTION: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction and.\nFirst, Trent planted the geraniums in a clay pot, and then he placed the pot on a sunny windowsill in his kitchen.\n The answer is B.",
+    "19017": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "19022": "Assistant: LECTURE: Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n\nSOLUTION: Slate does not have all the properties of a mineral. So, slate is not a mineral.\n The answer is A.",
+    "19023": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A tiger shark is a fish. It lives underwater. It has fins, not limbs.\nA bald eagle is a bird. It has feathers, two wings, and a beak.\n The answer is B.",
+    "19029": "Assistant: LECTURE: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you.\nSOLUTION: Colton is pushing on the wheelchair. So, Newton's third law tells you that the wheelchair is pushing on Colton.\n The answer is A.",
+    "19034": "Assistant: LECTURE: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells.\nSOLUTION: Scratchy is a property. A scratchy material is rough and itchy against your skin.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the bark is scratchier. If you could touch this tree bark, it would feel rough and itchy.\n The answer is A.",
+    "19036": "Assistant: SOLUTION: Brendan wanted broccoli in his lunch and Isaac was hoping for tomatoes. Look at the labeled part of the images.\nBrendan has tomatoes. Isaac has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is C.",
+    "19042": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nSOLUTION: The table tells you that the smallest planet is Mercury and that Mercury is made mainly of rock. So, the smallest planet is made mainly of rock.\n The answer is B.",
+    "19043": "Assistant: LECTURE: In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes\nSOLUTION: Nerium oleander is a plant. Plants are made up of many cells.\n The answer is B.",
+    "19045": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that being socially awkward determines knowledge of workplace safety. This is a personal attack that isn't relevant to Mr. Goodman's desire to prevent workplace injuries. This illustrates a type of logical fallacy known as ad hominem.\n The answer is A.",
+    "19049": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses a pun, a word or phrase that humorously suggests more than one meaning.\nHurdle refers to an obstacle that one must overcome. It also refers to an object that a runner jumps over.\n The answer is A.",
+    "19055": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of a bowl of ice cream is 36\u00b0F.\n36\u00b0C is too hot.\n The answer is A.",
+    "19060": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun he could refer to Greg or Eric.\nAfter Greg talked with Eric about the research project, he felt better about collaborating on it.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nEric felt better about collaborating on the research project after Greg talked with him about it.\n The answer is B.",
+    "19063": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Humans do not choose their natural hair color. Some people dye their hair. But this does not change their natural hair color.\nChildren get their natural hair color from their parents. So, Victor's hair color is an inherited trait.\n The answer is B.",
+    "19070": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Eli wants or needs:\nEli will give up the chance to see the tamarins. He would have enjoyed seeing them more than the polar bears.\n The answer is B.",
+    "19075": "Assistant: SOLUTION: Jackson is the capital of Mississippi.\n The answer is A.",
+    "19078": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of a hammer is 17 centimeters.\n17 millimeters is too short. 17 meters and 17 kilometers are too long.\n The answer is D.",
+    "19080": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is A.",
+    "19086": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram.\nSOLUTION: The better estimate for the mass of an elephant is 5,725 kilograms.\n5,725 grams is too light.\n The answer is B.",
+    "19090": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow!\nSOLUTION: The sentence makes a request, so it is an imperative sentence. Here, it ends with a period.\n The answer is B.",
+    "19093": "Assistant: LECTURE: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same\nSOLUTION: Think about how the distance between the sled and the center of Earth changed.\nThe bottom of the hill was lower than the point where Rose started sledding. As Rose rode toward the bottom of the hill, the distance between the sled and the center of Earth decreased. So, the gravitational potential energy stored between the sled and Earth decreased as Rose rode down the hill.\n The answer is A.",
+    "19112": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.\nSOLUTION: Look at the picture of the clothes hanger.\nThe clothes hanger is made of two different materials. The top is made of wood, and the bottom is made of cardboard.\n The answer is A.",
+    "19115": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Nibbles's genotype for the body size gene is BB. Nibbles's genotype of BB has only B allelles. The B allele is for a normal-sized body. So, Nibbles's phenotype for the body size trait must be a normal-sized body.\nTo check this answer, consider whether Nibbles's alleles are dominant or recessive. The allele for a normal-sized body (B) is dominant over the allele for a dwarf body (b). This means B is a dominant allele, and b is a recessive allele.\nNibbles's genotype of BB has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Nibbles's phenotype for the body size trait must be a normal-sized body.\n The answer is A.",
+    "19117": "Assistant: SOLUTION: Carson City is the capital of Nevada.\n The answer is B.",
+    "19118": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "19122": "Assistant: SOLUTION: Raleigh is the capital of North Carolina.\n The answer is B.",
+    "19133": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Pacific Ocean.\n The answer is B.",
+    "19134": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.\nSOLUTION: Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.\n The answer is A.",
+    "19136": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses an allusion, a brief reference to someone or something well known.\nNeverland alludes to the story of Peter Pan, a boy who lived in Neverland and never grew up.\n The answer is A.",
+    "19139": "Assistant: LECTURE: Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.\nSOLUTION: The prime meridian is the line at 0\u00b0 longitude. It intersects the Atlantic Ocean. It does not intersect the Pacific Ocean or the Indian Ocean.\n The answer is A.",
+    "19142": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nTake him years to finish is an exaggeration, since it probably does not take him entire years to fetch coffee.\n The answer is A.",
+    "19143": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nA piece of avocado turning brown is a chemical change. The avocado reacts with oxygen in the air to form a different type of matter.\nIf you scrape off the brown part of the avocado, the inside will still be green. The inside hasn't touched the air. So the chemical change hasn't happened to that part of the avocado.\nBoiling sugar to make caramel is a chemical change. The heat causes the sugar to change into a different type of matter. Unlike sugar, the new matter is brown and sticky.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBoiling sugar is caused by heating. But a piece of avocado turning brown is not.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is C.",
+    "19150": "Assistant: LECTURE: Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service.\nSOLUTION: To decide whether washing cars is a good or a service, ask these questions:\nIs washing cars something you can touch? No.\nIs washing cars a job you might pay someone else to do? Yes.\nSo, washing cars is a service.\n The answer is B.",
+    "19155": "Assistant: LECTURE: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!\nSOLUTION: Fluorite has all the properties of a mineral. So, fluorite is a mineral.\n The answer is B.",
+    "19156": "Assistant: LECTURE: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same\nSOLUTION: Think about how the distance between the hockey puck and the center of Earth changed.\nBecause the table was level, each point on the table was the same distance from the center of Earth. As the hockey puck slid toward the goal, the distance between the puck and the center of Earth stayed the same. So, the gravitational potential energy stored between the hockey puck and Earth stayed the same as the puck slid toward the goal.\n The answer is B.",
+    "19158": "Assistant: SOLUTION: Hartford is the capital of Connecticut.\n The answer is D.",
+    "19161": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA soft object changes shape when pressed or squeezed. All three objects are soft.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The tree bark is not translucent.\nA hard object does not change shape when pressed or squeezed. None of the objects are hard.\nThe property that all three objects have in common is soft.\n The answer is C.",
+    "19163": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of a garden snail is 42 millimeters.\n42 centimeters and 42 meters are both too long.\n The answer is C.",
+    "19164": "Assistant: SOLUTION: This country is Cuba.\nDoes Cuba have any territorial disputes?\nCuba claims to own Guantanamo Bay Naval Base, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States controls the area and uses it as a military base and prison. A treaty in 1903 gave the U.S. the right to rent the land from Cuba. But today, Cuba says that it had no choice but to accept the treaty. It wants the United States to leave the area and does not accept the rent money sent by the United States each year.\n The answer is B.",
+    "19165": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Senator Larsen can't empathize with his low-income constituents because he went to an elite university. However, going to an elite university doesn't necessarily mean you're out of touch. This illustrates a type of logical fallacy known as guilt by association.\n The answer is A.",
+    "19167": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is B.",
+    "19176": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.\nSOLUTION: The better estimate for how long it takes to mow the lawn is 40 minutes.\n40 hours is too slow.\n The answer is B.",
+    "19182": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. Scratches's observable version of the fur type trait is curly fur. So, Scratches's phenotype for the fur type trait is curly fur.\n The answer is B.",
+    "19187": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Africa.\n The answer is C.",
+    "19197": "Assistant: LECTURE: A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers.\nSOLUTION: The police department is in column 2.\n The answer is C.",
+    "19204": "Assistant: SOLUTION: Honolulu is the capital of Hawaii.\n The answer is B.",
+    "19206": "Assistant: SOLUTION: Des Moines is the capital of Iowa.\n The answer is B.",
+    "19213": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: The river flooded the town during the storm is a complete sentence. The subject is the river, and the verb is flooded.\n The answer is A.",
+    "19217": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The second text uses unique in its traditional sense: being the only one of its kind.\nEach vase and bowl in Ashley's collection of handmade pottery is unique. The colors and designs reflect both her cultural heritage and her individual artistic style.\nThe first text uses unique in its nontraditional sense: interesting or unusual. Ashley is a distinctive artist, but might not be one of a kind. It may be helpful to remember that if unique is modified by an adverb\u2014as in most unique, very unique, or quite unique\u2014it is probably being used nontraditionally.\nAshley's collection of handmade pottery was featured in last week's edition of the Weston Journal, which identified her as \"one of the most unique young artists to debut this year.\"\nMost style guides recommend to use the traditional sense of the word unique because it is considered more standard.\n The answer is B.",
+    "19220": "Assistant: LECTURE: A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.\nSOLUTION: The force from the tow truck pulls the car down the road. The direction of the pull is toward the tow truck.\n The answer is B.",
+    "19223": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Brittany wants or needs:\nThe maple tree will use up more space than the poppies would have used up.\n The answer is B.",
+    "19225": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Indian Ocean.\n The answer is A.",
+    "19227": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n\nSOLUTION: To determine how many boxes in the Punnett square represent offspring with white spots or solid coloring, consider whether each phenotype is the dominant or recessive allele's version of the coat pattern trait. The question tells you that the a allele, which is for white spots, is recessive to the A allele, which is for solid coloring.\nWhite spots is the recessive allele's version of the coat pattern trait. A cow with the recessive version of the coat pattern trait must have only recessive alleles for the coat pattern gene. So, offspring with white spots must have the genotype aa.\nThere is 1 box in the Punnett square with the genotype aa. This box is highlighted below.\nSolid coloring is the dominant allele's version of the coat pattern trait. A cow with the dominant version of the coat pattern trait must have at least one dominant allele for the coat pattern gene. So, offspring with solid coloring must have the genotype AA or Aa.\nThere are 3 boxes in the Punnett square with the genotype AA or Aa. These boxes are highlighted below.\nSo, the expected ratio of offspring with white spots to offspring with solid coloring is 1:3. This means that, on average, this cross will produce 1 offspring with white spots for every 3 offspring with solid coloring.\n The answer is C.",
+    "19232": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.\nSOLUTION: An icicle is a solid. A solid has a size and shape of its own.\nAn icicle can grow or melt. But it still has a size and shape of its own.\n The answer is A.",
+    "19237": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.\n The answer is A.",
+    "19239": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA fragile object will break into pieces if you drop it. None of the objects are fragile.\nBlue is a color.\nThis color is blue. The spring and the basketball are not blue.\nA bouncy object will bounce back from the floor if you drop it. All three objects are bouncy.\nThe property that all three objects have in common is bouncy.\n The answer is A.",
+    "19244": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the leaf-mimic katydid.\nThe leaf-mimic katydid has a green leaf-shaped body. It is adapted to be camouflaged among green leaves. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe shield mantis has a green leaf-shaped body. It is adapted to be camouflaged among green leaves.\nThe blue poison dart frog has brightly colored skin. It is not adapted to be camouflaged among green leaves.\n The answer is B.",
+    "19248": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nSOLUTION: Look at the picture of the Sumatran orangutan.\nThe Sumatran orangutan has long fingers and toes. It is adapted for climbing trees. The Sumatran orangutan uses its long fingers and toes to hold on to branches while climbing.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bare-eared squirrel monkey has long fingers and toes. It is adapted for climbing trees.\nThe Grevy's zebra has four hoofed feet. It is not adapted for climbing trees. The Grevy's zebra uses its feet to walk and run.\n The answer is B.",
+    "19253": "Assistant: SOLUTION: Providence is the capital of Rhode Island.\n The answer is B.",
+    "19257": "Assistant: LECTURE: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group.\nSOLUTION: To decide if an animal is part of a group, look at the traits of the group.\nBirds have the following traits:\nThey have feathers.\nThey have wings.\nThey have a beak.\nThey make eggs with shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA barn owl has the following traits:\nIt has feathers.\nIt has wings.\nIt has a beak.\nIt makes eggs with shells.\nA barn owl has the traits of a bird. A barn owl is a bird.\nA minnow has the following traits:\nIt has fins, not limbs.\nIt makes eggs with no shells.\nA minnow does not have all of the traits of a bird. A minnow is a fish.\n The answer is B.",
+    "19259": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.\n The answer is B.",
+    "19260": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, Mount Rainier National Park has long, cold winters. It also has soil that is poor in nutrients.\n The answer is A.",
+    "19263": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Poseidon's genotype for the iridescent scales gene is ii. Poseidon's genotype of ii has only i alleles. The i allele is for mostly plain scales. So, Poseidon's phenotype for the iridescent scales trait must be mostly plain scales.\nTo check this answer, consider whether Poseidon's alleles are dominant or recessive. The allele for mostly iridescent scales (I) is dominant over the allele for mostly plain scales (i). This means I is a dominant allele, and i is a recessive allele.\nPoseidon's genotype of ii has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Poseidon's phenotype for the iridescent scales trait must be mostly plain scales.\n The answer is A.",
+    "19271": "Assistant: SOLUTION: Richmond is the capital of Virginia.\n The answer is C.",
+    "19274": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to play basketball. Instead, some people learn how to play basketball. Playing the sport takes practice. So, playing basketball is an acquired trait.\n The answer is B.",
+    "19278": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nSOLUTION: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction or.\nYou might be excited by all of the people and activity in Tokyo, or it might be a bit overwhelming.\n The answer is A.",
+    "19287": "Assistant: SOLUTION: The colony is Pennsylvania.\n The answer is B.",
+    "19292": "Assistant: SOLUTION: Topeka is the capital of Kansas.\n The answer is C.",
+    "19293": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is B.",
+    "19296": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nMany crops are grown in California's Central Valley. Thick fog often fills the valley during the cold winter months.\nThe underlined part of the passage tells you about the usual pattern of fog in California's Central Valley. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is A.",
+    "19303": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is C.",
+    "19305": "Assistant: LECTURE: A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n\nSOLUTION: The table tells you that Mercury, Venus, Earth, and Mars are the planets made mainly of rock. Of these planets, Earth has the volume with the largest exponent. So, Earth is the largest planet that is made mainly of rock.\n The answer is A.",
+    "19310": "Assistant: LECTURE: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense.\nSOLUTION: A hockey puck is not a living thing.\nHockey pucks do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nA snowman is not a living thing.\nSnowmen do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nA swing set is not a living thing.\nSwing sets do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nYeast is a living thing.\nYeast grows and responds to its environment. It needs food and water. Yeast is made up of many cells.\n The answer is B.",
+    "19318": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 1-kilogram brick at 70\u00b0F has half as much thermal energy as a 2-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the smaller brick has half as many atoms. So, it has half as much thermal energy.\nSOLUTION: The two drops of honey are made of the same material and have the same mass. So, the colder drop of honey has less thermal energy.\n The answer is B.",
+    "19323": "Assistant:\n The answer is C.",
+    "19324": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nSOLUTION: The text uses an idiom, an expression that cannot be understood literally.\nThe idiom see eye to eye suggests that Mr. and Mrs. Chandler usually agree. When you see eye to eye with someone, you share their opinion.\n The answer is B.",
+    "19327": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer.\nSOLUTION: The better estimate for the length of the Nile River is 6,850 kilometers.\n6,850 centimeters is too short.\n The answer is A.",
+    "19333": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The first greeting is correct:\nIts first word is capitalized, and it ends with a comma. Dr. Sutton is capitalized because it is a proper noun.\n The answer is B.",
+    "19334": "Assistant: LECTURE: Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n\nSOLUTION: Candle wax does not have all the properties of a mineral. So, candle wax is not a mineral.\n The answer is A.",
+    "19351": "Assistant: LECTURE: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.\nSOLUTION: Floods destroyed the cough drop factories in Milford. The number of producers of cough drops went down. So, the supply of cough drops will probably go down.\n The answer is B.",
+    "19353": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait.\n The answer is A.",
+    "19355": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is A.",
+    "19367": "Assistant: LECTURE: When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.\nThis table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.\nType of symbiotic relationship | Organism of one species... | Organism of the other species...\nCommensal | benefits | is not significantly affected\nMutualistic | benefits | benefits\nParasitic | benefits | is harmed (but not usually killed)\nSOLUTION: When an Alcon blue caterpillar lives in a Myrmica ant nest, the caterpillar gets food and protection from the ants. So, the caterpillar benefits from its relationship with the ants.\nThe ants also benefit from their relationship with the caterpillar. They get to keep the caterpillar safe from other ants in the nest.\nSince both the caterpillar and the ants benefit, a mutualistic relationship is formed when an Alcon blue caterpillar lives in a Myrmica ant nest.\n The answer is B.",
+    "19375": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles.\n The answer is B.",
+    "19381": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Emma Hammond can't understand rural, blue-collar workers because she is associated with an urban newspaper. However, where Emma works doesn't necessarily indicate anything about her ability to empathize. This illustrates a type of logical fallacy known as guilt by association.\n The answer is A.",
+    "19386": "Assistant: LECTURE: When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.\nSensory Category | Description\nSight | These are words like bright, clean, and purple. A reader can imagine looking at these details.\nSound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.\nTaste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.\nSmell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.\nTouch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.\nMany sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.\n\nSOLUTION: Look at the picture.\nThe word chirping describes the sound these birds make.\nPopping and quacking can also describe sounds. But they do not describe the sounds these birds make.\n The answer is A.",
+    "19397": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the Namaqua chameleon.\nThe Namaqua chameleon has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe European green lizard has a sand-colored body. It is adapted to be camouflaged in a sandy desert.\nThe horned viper has a yellow-and-brown body. It is not adapted to be camouflaged in a sandy desert.\n The answer is B.",
+    "19401": "Assistant: SOLUTION: Richmond is the capital of Virginia.\n The answer is A.",
+    "19405": "Assistant: LECTURE: Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.\n The answer is A.",
+    "19408": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.\n The answer is B.",
+    "19430": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.\nSOLUTION: A seahorse is a fish. It lives underwater. It has fins, not limbs.\nSeahorses live in shallow, warm water. They can use their tails to hold on to plants.\nA water buffalo is a mammal. It has hair and feeds its young milk.\nWater buffaloes live in Asia. Some people raise water buffaloes for their milk.\nA western toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA tokay gecko is a reptile. It has scaly, waterproof skin.\nMany geckos have special pads on their toes. The pads help them climb up plants and rocks.\n The answer is B.",
+    "19442": "Assistant: LECTURE: A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks.\nSOLUTION: This is a run-on sentence. It is a comma splice formed from two sentences run together, joined by just a comma.\nAccording to a 2008 study, hog farms across five counties in eastern North Carolina produce more than fifteen million tons of manure every year, creating a waste management challenge of epic proportions for county officials.\nHere is one way to fix the run-on sentence:\nAccording to a 2008 study, hog farms across five counties in eastern North Carolina produce more than fifteen million tons of manure every year. This creates a waste management challenge of epic proportions for county officials.\n The answer is B.",
+    "19444": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince escape is between the guide words equal - everyday, it would be found on that page.\n The answer is A.",
+    "19456": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "19457": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The first sentence is less formal. You can tell because it uses overly simple or imprecise language (known for, photographs of).\nThe second sentence uses more precise language, so it is more formal overall.\n The answer is B.",
+    "19460": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is C.",
+    "19470": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.\n The answer is B.",
+    "19473": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of a bathtub is 320 liters.\n320 milliliters is too little.\n The answer is A.",
+    "19476": "Assistant: SOLUTION: Boston is the capital of Massachusetts.\n The answer is D.",
+    "19477": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nSOLUTION: The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.\n The answer is B.",
+    "19479": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.\n The answer is A.",
+    "19484": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is A.",
+    "19493": "Assistant:\n The answer is C.",
+    "19494": "Assistant: SOLUTION: The colony is Rhode Island.\n The answer is C.",
+    "19496": "Assistant: LECTURE: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.\nOther animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body.\nSOLUTION: A comet moth is an insect. Like other insects, a comet moth does not have a backbone. It has a hard outer cover.\nA tokay gecko is a reptile. Like other reptiles, a tokay gecko has a backbone.\n The answer is A.",
+    "19500": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that if Joe enjoyed the casserole, then he would have eaten more. However, Joe could have enjoyed the casserole without wanting a second serving. This illustrates a type of logical fallacy known as a false dichotomy.\n The answer is B.",
+    "19501": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Norma is telling the truth because she says she never lies. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning.\n The answer is B.",
+    "19508": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Most humans are born with five fingers on each hand. So, having five fingers is an inherited trait.\n The answer is B.",
+    "19515": "Assistant: LECTURE: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group.\nSOLUTION: To decide if an animal is part of a group, look at the traits of the group.\nMammals have the following traits:\nThey feed their offspring milk.\nThey have fur or hair.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA harvest mouse has the following traits:\nIt feeds its offspring milk.\nIt has fur.\nA harvest mouse has the traits of a mammal. A harvest mouse is a mammal.\nA minnow has the following traits:\nIt has fins, not limbs.\nIt makes eggs with no shells.\nA minnow does not have all of the traits of a mammal. A minnow is a fish.\n The answer is A.",
+    "19520": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "19524": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "19525": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.\nSOLUTION: Look at the picture of the great egret.\nThe great egret has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. This allows the great egret to grab the prey without scaring it away.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe great blue heron has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still.\nThe frigatebird has a short neck. Its neck is not adapted for hunting prey while keeping the rest of its body still.\n The answer is B.",
+    "19531": "Assistant: LECTURE: Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.\nSOLUTION: To describe the average precipitation trends in Atlanta, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Mar\" is incorrect.\nChoice \"Atlanta has a rainy season and a dry season.\" is incorrect.\nThe average monthly precipitation does not change much throughout the year. Every month has rain, and there is no dry season.\nChoice \"February is wetter than March.\" is incorrect.\nWetter months have a higher average precipitation than drier months. February has a slightly lower average monthly precipitation than March. So, February is not wetter than March.\nChoice \"Precipitation does not change much from month to month in Atlanta.\" is incorrect.\nThe average monthly precipitation changes only slightly throughout the year.\n The answer is C.",
+    "19532": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Biscotti's genotype for the fur texture gene is ff. Biscotti's genotype of ff has only f alleles. The f allele is for wavy fur. So, Biscotti's phenotype for the fur texture trait must be wavy fur.\nTo check this answer, consider whether Biscotti's alleles are dominant or recessive. The allele for straight fur (F) is dominant over the allele for wavy fur (f). This means F is a dominant allele, and f is a recessive allele.\nBiscotti's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Biscotti's phenotype for the fur texture trait must be wavy fur.\n The answer is A.",
+    "19533": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "19535": "Assistant: LECTURE: A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers.\nSOLUTION: The pond is in column 4.\n The answer is C.",
+    "19538": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: An article should be in quotation marks.\nThe correct title is \"To Help a Shy Child, Listen.\"\n The answer is A.",
+    "19545": "Assistant: SOLUTION: This country is Palau.\n The answer is D.",
+    "19546": "Assistant: SOLUTION: Columbus is the capital of Ohio.\n The answer is B.",
+    "19548": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A white stork is a bird. It has feathers, two wings, and a beak.\nA red-eyed tree frog is an amphibian. It has moist skin and begins its life in water.\n The answer is B.",
+    "19549": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is A.",
+    "19550": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nSOLUTION: All three baked potatoes have the same mass but different temperatures. Since the 43\u00b0C potato is the hottest, it has the most thermal energy.\n The answer is A.",
+    "19558": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA soft object changes shape when pressed or squeezed. The tree bark and the log are not soft.\nYou can see clearly through a transparent object. None of the objects are transparent.\nA bumpy object is covered in lumps and bumps. All three objects are bumpy.\nThe property that all three objects have in common is bumpy.\n The answer is C.",
+    "19592": "Assistant: LECTURE: In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or\nSOLUTION: Capitalize the first word, the last word, and every important word in between. The words on and pop are not important, so they should not be capitalized.\nThe correct title is Hop on Pop.\n The answer is B.",
+    "19595": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nSo full I could explode is an exaggeration, since it is clear that the speaker is not actually in danger of exploding.\n The answer is A.",
+    "19601": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince platform is between the guide words perfect - polo, it would be found on that page.\n The answer is A.",
+    "19602": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.\n The answer is C.",
+    "19618": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nShaking up salad dressing is a physical change. The different parts mix together, but they are still made of the same type of matter.\nBreaking a piece of glass is a physical change. The glass gets broken into pieces. But each piece is still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is C.",
+    "19620": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to ride a bicycle. Instead, many people learn how to ride. So, riding a bicycle is an acquired trait.\n The answer is A.",
+    "19625": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. The cucumber, the tea cup, and the icicle are not transparent.\nA fragile object will break into pieces if you drop it. All four objects are fragile.\nSugar has a sweet taste. The icicle and the tea cup are not sweet.\nThe property that all four objects have in common is fragile.\n The answer is A.",
+    "19629": "Assistant: LECTURE: In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or\nSOLUTION: Capitalize the first word, the last word, and every important word in between. The words to and son are not important, so they should not be capitalized.\nThe correct title is \"Mother to Son.\"\n The answer is A.",
+    "19632": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nSOLUTION: The first sentence is the simple sentence. It is a single independent clause.\nThe thermometer and the cough syrup are in the medicine cabinet next to the cotton balls.\n The answer is B.",
+    "19634": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Most humans are born with five toes on each foot. So, having five toes is an inherited trait.\n The answer is A.",
+    "19638": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince nimble is not between the guide words nation - next, it would not be found on that page.\n The answer is B.",
+    "19641": "Assistant: LECTURE: A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert.\nSOLUTION: Aunt Clare's heavy baggage is a sentence fragment. It does not express a complete thought.\n The answer is A.",
+    "19642": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion catch-22 is literature.\nJoseph Heller coined the term \"catch-22\" in his 1961 novel of the same name. In the novel, if an army pilot wants to avoid dangerous missions, he must be deemed mentally unfit; however, his desire to stay safe proves his sanity, so he can never be excused from a mission. Heller called this sort of predicament or dilemma a catch-22.\nThe allusion catch-22 means a no-win situation.\n The answer is B.",
+    "19658": "Assistant: SOLUTION: The passage says that jumping spiders catch their food by jumping onto bugs.\n The answer is B.",
+    "19659": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is B.",
+    "19665": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Arkansas is farthest west.\n The answer is C.",
+    "19676": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A prairie grassland is a type of ecosystem. Prairie grasslands have the following features: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. So, the following statement describes the Buffalo Gap National Grassland ecosystem: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has a medium amount of rain. The following statements do not describe Buffalo Gap National Grassland: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has heavy rain. It has cold winters and cool summers.\n The answer is B.",
+    "19678": "Assistant: LECTURE: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells.\nSOLUTION: Smooth is a property. A smooth material is not rough or bumpy.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the glass marbles are smoother. If you touch a glass marble, it will not feel rough or bumpy.\n The answer is B.",
+    "19681": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\n The answer is C.",
+    "19691": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\nSOLUTION: Use the model to determine whether carbon tetrachloride is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of carbon tetrachloride is composed of one carbon atom and four chlorine atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that carbon tetrachloride is composed of two chemical elements: carbon and chlorine. Since carbon tetrachloride is composed of multiple chemical elements bonded together, carbon tetrachloride is a compound.\n The answer is B.",
+    "19695": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Falstaffian is Shakespeare.\nSir John Falstaff, a comical character in several of William Shakespeare's plays, is known for his cheerful sociability and sometimes off-color humor.\nThe allusion Falstaffian means characterized by joviality and enjoyment of food and drink.\n The answer is A.",
+    "19697": "Assistant: LECTURE: A fact is something that can be proved by research or observation.\nNapoleon Bonaparte was shorter than King Louis XVI.\nThe statement above is a fact. The statement can be proved by researching the height of each man and comparing them.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.\nNapoleon Bonaparte was a better leader than King Louis XVI.\nThe statement above is an opinion. People can have different ideas about what makes someone a \"better\" leader, so the statement cannot be proved.\nSOLUTION: The second sentence states a fact.\nParkour is a physical discipline that involves getting from one point to another while navigating obstacles along the way.\nIt can be proved by reading about Parkour.\nThe first sentence states an opinion.\nThe greatest benefit of Parkour training is that it teaches people to see obstacles and challenges as opportunities.\nGreatest shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes Parkour training beneficial.\n The answer is B.",
+    "19720": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The first answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with academic advisers.\nBefore Jake decided on a double major in history and Russian literature, he talked to academic advisers about the requirements for each major.\n The answer is A.",
+    "19723": "Assistant: LECTURE: Words are made up of syllables. Two kinds of syllables are closed and open.\nA closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.\ndesk: short e\nkit / ten: short i / short e\nAn open syllable ends with one vowel. It usually has a long vowel sound.\ngo: long o\nhe / ro: long e / long o\nSome open syllables end with y. The y makes a long e sound or a long i sound.\nsky: long i\nba / by: long a / long e\nSOLUTION: The word so ends with a vowel and has a long vowel sound. So, it has an open syllable.\n The answer is A.",
+    "19725": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms.\nSOLUTION: You can tell whether propane is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for propane, C3 H8, contains two atomic symbols: C for carbon and H for hydrogen. So, the formula tells you that propane is composed of two chemical elements bonded together.\nSince propane is composed of multiple chemical elements bonded together, propane is a compound.\n The answer is B.",
+    "19726": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA fragile object will break into pieces if you drop it. The magnifying glass and the silver nail are not fragile.\nA bouncy object will bounce back from the floor if you drop it. The diamond and the silver nail are not bouncy.\nA hard object does not change shape when pressed or squeezed. All three objects are hard.\nThe property that all three objects have in common is hard.\n The answer is C.",
+    "19730": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses verbal irony, which involves saying one thing but implying something very different.\nAs quiet as a jackhammer suggests that the snoring is loud. A jackhammer is not quiet, and neither is Mr. Burton's snoring.\n The answer is A.",
+    "19731": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Africa.\n The answer is B.",
+    "19736": "Assistant: LECTURE: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!\nSOLUTION: Quartz has all the properties of a mineral. So, quartz is a mineral.\n The answer is A.",
+    "19756": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.\n The answer is B.",
+    "19759": "Assistant: LECTURE: Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.\nSOLUTION: The prime meridian is the line at 0\u00b0 longitude. It intersects Antarctica. It does not intersect South America or North America.\n The answer is A.",
+    "19764": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is A.",
+    "19778": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.\nWhen matter is a gas, it spreads out to fill a space.\nMany gases are invisible. So, you can\u2019t see them. Air is a gas.\nSOLUTION: A hair clip is a solid. A solid has a size and shape of its own. You can use a hair clip to keep your hair out of your face because the hair clip keeps its shape.\nThe air inside a raft is a gas. A gas spreads out to fill a space. The air inside a raft fills all the space in the raft. If air leaks out, it will spread out to fill a much larger space.\nA water in a fishbowl is a liquid. A liquid takes the shape of any container it is in. If you pour water from a fishbowl into a different container, the water will take the shape of that container. But the water will still take up the same amount of space.\nHelium is a gas. A gas spreads out to fill a space. Helium is lighter than air. So, if you fill a balloon with helium, the balloon will rise. If helium leaks out of the balloon, the helium will spread out to fill a much larger space.\n The answer is A.",
+    "19782": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.\nSOLUTION: Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.\n The answer is C.",
+    "19787": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is C.",
+    "19788": "Assistant: LECTURE: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!\nSOLUTION: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nFluorite is a mineral.\nCheese is not a pure substance. But all minerals are pure substances.\nSo, cheese is not a mineral.\nChrysotile is a mineral.\n The answer is C.",
+    "19789": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. Alvin's observable version of the eye color trait is brown eyes. So, Alvin's phenotype for the eye color trait is brown eyes.\n The answer is A.",
+    "19791": "Assistant: SOLUTION: The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.\n The answer is A.",
+    "19793": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is B.",
+    "19798": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.\nSOLUTION: A hair clip is a solid. A solid has a size and shape of its own. You can use a hair clip to keep your hair out of your face because the hair clip keeps its shape.\nChocolate syrup is a liquid. A liquid takes the shape of any container it is in. If you pour chocolate syrup into a container, the chocolate syrup will take the shape of that container. But the chocolate syrup will still take up the same amount of space.\nA ballet shoe is a solid. A solid has a size and shape of its own. When a dancer wears a ballet shoe, it may bend a little. But the ballet shoe still has a size and shape of its own.\nA tortoise shell is a solid. A solid has a size and shape of its own. A tortoise shell is made of a solid called keratin, just like your fingernails!\n The answer is A.",
+    "19807": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.\nSOLUTION: Look at the picture of the cow.\nThe cow has long jaws and flat teeth. Its mouth is adapted to eat plant matter. The long jaws can help the cow reach grass. The flat teeth can help it cut and grind up the food into soft pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe zebra has long jaws and flat teeth. Its mouth is adapted to eat plant matter.\nThe silky anteater has a long tube-shaped mouth and no teeth. Its mouth is not adapted to eat plant matter. The silky anteater uses its mouth to get insects out of holes and burrows.\n The answer is A.",
+    "19818": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nBaking an apple pie is a chemical change. The type of matter in the pie changes. The apples become soft, and the crust turns brown.\nMaking jam is a chemical change. It involves mixing fruit, sugar, and a substance called pectin.\nWhen these ingredients are mixed and cooked, the chemical bonds in their molecules are broken. The types of matter in the jam are different from the types of matter in the fruit.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is C.",
+    "19819": "Assistant: LECTURE: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.\nOther animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body.\nSOLUTION: A common toad is an amphibian. Like other amphibians, a common toad has a backbone.\nA weaver ant is an insect. Like other insects, a weaver ant does not have a backbone. It has a hard outer cover.\n The answer is B.",
+    "19824": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nSOLUTION: The first sentence is the simple sentence. It is a single independent clause.\nHenry Bacon's design of the Lincoln Memorial in Washington, D.C., won him a gold medal from the American Institute of Architects.\n The answer is B.",
+    "19830": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nSOLUTION: The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a fish out of water suggests that Brody felt out of place. A fish out of water is someone out of his or her usual, comfortable environment.\n The answer is A.",
+    "19850": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other.\n The answer is A.",
+    "19860": "Assistant: LECTURE: A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nSOLUTION: The temperature of each vial increased, which means that the thermal energy of each vial increased. So, thermal energy was transferred from the surroundings to each vial.\n The answer is B.",
+    "19867": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "19872": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nSOLUTION: The text uses an allusion, a brief reference to someone or something well known.\nThe allusion nose is growing suggests that Lauren was lying. In the story of Pinocchio, when Pinocchio lies, his nose grows longer.\n The answer is A.",
+    "19877": "Assistant: LECTURE: An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.\nSOLUTION: Acrochordus granulatus is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nAcrochordus granulatus is the organism's scientific name. So, you know that marine file snake is the common name.\n The answer is A.",
+    "19879": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other.\n The answer is A.",
+    "19882": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.\n The answer is B.",
+    "19883": "Assistant: LECTURE: In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.\nA single organism is an individual. Individuals of the same species that live in the same place are part of a population.\nMultiple populations of different species that live in the same place are part of a community.\nTogether, communities of living organisms and the nonliving parts of their environment make up an ecosystem.\n The answer is B.",
+    "19886": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "19888": "Assistant: LECTURE: Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the ip sound.\nThe words lake and make rhyme. They both end with the ake sound.\nThe words tip and lake don't rhyme. They end with different sounds.\nSOLUTION: The words gull and curl rhyme. They both end with the ull sound.\nThe word hurl does not rhyme. It ends with a different sound.\n The answer is A.",
+    "19889": "Assistant: LECTURE: People around the world live in three main kinds of places: urban areas, suburban areas, and rural areas.\nAn urban area is a city. It has many people and businesses. The buildings are often tall and have many floors. Since there are so many people, traffic is usually bad. People will walk or take the bus, train, or subway to avoid traffic.\nA suburban area, or suburb, is near a city. It is quieter and less crowded than an urban area. People usually live in houses with yards. Most people drive to get places.\nA rural area is less crowded than both urban and suburban areas. Houses are much more spread out. People usually have to drive to get places. People in rural areas often live on farms or ranches.\nSome places, like small towns, don't really fit into any of the types. A small town does not have as many people as an urban area, but it has more people than a rural area. It is not near a city, so it is not called a suburb.\nSOLUTION: Taller buildings are usually found in urban areas. Since there are so many people, traffic is usually bad. People will walk or take the bus, train, or subway to avoid traffic.\n The answer is A.",
+    "19894": "Assistant: LECTURE: A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping.\nSOLUTION: The second sentence states a fact.\nDry Valleys, Antarctica, is the driest place on Earth, followed by Arica, Chile.\nIt can be proved by looking up information about the driest places on Earth.\nThe first sentence states an opinion.\nThe cold, sunless winter months in Dry Valleys, Antarctica, are unbearable.\nUnbearable shows what a person believes, thinks, or feels. Another person might have a different opinion about how cold and sunless months are bearable.\n The answer is B.",
+    "19899": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. The slide whistle, the helium balloons, and the water pitcher are not transparent.\nA smooth object is not scratchy or rough. All four objects are smooth.\nA flexible object can be folded or bent without breaking easily. The helium balloons and the slide whistle are flexible, but the water pitcher is not.\nThe property that all four objects have in common is smooth.\n The answer is B.",
+    "19903": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion turn the other cheek is the Bible.\nIn the Bible, Jesus counsels his followers to resist retaliation. He says that if they are struck on the right cheek, they shouldn't lash out; instead, they should turn the other cheek toward their attacker.\nThe allusion turn the other cheek means to respond without aggression.\n The answer is B.",
+    "19904": "Assistant: LECTURE: The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.\n The answer is A.",
+    "19905": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms.\nSOLUTION: You can tell whether potassium nitrate is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for potassium nitrate, KNO3, contains three atomic symbols: K for potassium, N for nitrogen, and O for oxygen. So, the formula tells you that potassium nitrate is composed of three chemical elements bonded together.\nSince potassium nitrate is composed of multiple chemical elements bonded together, potassium nitrate is a compound.\n The answer is A.",
+    "19908": "Assistant: SOLUTION: Olympia is the capital of Washington.\n The answer is B.",
+    "19912": "Assistant: SOLUTION: Barry wanted broccoli in his lunch and Mona was hoping for tomatoes. Look at the labeled part of the images.\nBarry has tomatoes. Mona has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is D.",
+    "19913": "Assistant: LECTURE: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you.\nSOLUTION: Sebastian is pulling on the suitcase. So, Newton's third law tells you that the suitcase is pulling on Sebastian.\n The answer is B.",
+    "19922": "Assistant: SOLUTION: Augusta is the capital of Maine.\n The answer is C.",
+    "19926": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Chandler wants or needs:\nChandler will give up the chance to eat the praline pecan ice cream. He likes this flavor more than caramel swirl.\n The answer is A.",
+    "19928": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is B.",
+    "19934": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Australia.\n The answer is B.",
+    "19937": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nSOLUTION: The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction but.\nThe trek across New Zealand's South Island is exhausting, but the gorgeous views make it worth the effort.\n The answer is A.",
+    "19948": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince won is not between the guide words white - win, it would not be found on that page.\n The answer is A.",
+    "19952": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion David and Goliath is the Bible.\nIn the Bible, a young man named David slays Goliath, a giant and champion warrior, using nothing more than a sling and a stone.\nThe allusion David and Goliath means involving unequal rivals.\n The answer is B.",
+    "19955": "Assistant: SOLUTION: This country is the Marshall Islands.\nDoes the Marshall Islands have any territorial disputes?\nThe Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States claimed Wake Island in 1899 and has controlled it since then. But the Marshall Islands considers the island part of its territory. It says that its people have traveled to the island to gather food and resources for many years. Today, the island is mainly used by the U.S. Air Force.\n The answer is D.",
+    "19963": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Jekyll and Hyde is literature.\nRobert Louis Stevenson's popular Victorian novella Dr. Jekyll and Mr. Hyde tells the story of a man with two distinct personalities. Known to the world as a kind and highly respected doctor, at night he transforms into a monstrous person.\nThe allusion Jekyll and Hyde means kind then cruel.\n The answer is A.",
+    "19981": "Assistant: SOLUTION: Helena is the capital of Montana.\n The answer is A.",
+    "19984": "Assistant: LECTURE: Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.\nThe food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.\nConsumers eat other organisms. There can be several kinds of consumers in a food chain:\nA primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.\nA secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.\nA tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.\nA top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer!\nSOLUTION: In this food chain, the brown trout is a secondary consumer because it eats a primary consumer. The primary consumer in this food chain is the mayfly.\n The answer is B.",
+    "19990": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.\nSOLUTION: A slide is a solid. A solid has a size and shape of its own. A slide has a size and shape of its own, even when you sit on it.\nThe air inside a bubble is a gas. A gas expands to fill a space. The air inside a bubble fills all the space in the bubble. If the bubble pops, the air will expand to fill a much larger space.\nThe air inside a soccer ball is a gas. A gas expands to fill a space. The air inside a soccer ball fills all the space in the soccer ball. If the soccer ball were to pop, the air would expand to fill a much larger space.\nRain is a liquid. A liquid takes the shape of any container it is in. If you put rainwater into a bucket, the rainwater will take the shape of the bucket. But the rainwater will still take up the same amount of space.\n The answer is A.",
+    "19998": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The second sentence is less formal. You can tell because it uses conversational language (real quick).\nThe first sentence uses formal language in place of the conversational language, so it is more formal overall.\n The answer is B.",
+    "20001": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses onomatopoeia, a word that expresses a sound.\nBeep represents the sound that tells the caller to start recording a message.\n The answer is B.",
+    "20002": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is A.",
+    "20003": "Assistant: SOLUTION: Salt Lake City is the capital of Utah.\n The answer is C.",
+    "20007": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The second sentence is less formal. You can tell because it uses conversational language (real quick).\nThe first sentence uses formal language in place of the conversational language, so it is more formal overall.\n The answer is A.",
+    "20009": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.\nSOLUTION: The better estimate for how long it takes to fly across the United States in an airplane is 5 hours.\n5 minutes is too fast.\n The answer is B.",
+    "20011": "Assistant: SOLUTION: Rosa Parks grew up in the South.\nThe South was a region of the United States that included 11 states when Rosa Parks was born. These states tried to break away from the United States in the 1860 s. Rosa Parks was born in Montgomery, Alabama, which was part of the South.\n The answer is D.",
+    "20020": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the caribou.\nDuring the winter, the caribou has thick fur covering its skin. Its skin is adapted for survival in cold places. The caribou uses its fur to keep warm in cold weather.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe snowy owl has a thick coat of feathers covering its skin. Its skin is adapted for survival in cold places.\nThe naked mole rat has thin skin covering its body. Its skin is not adapted for survival in cold places.\n The answer is B.",
+    "20021": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.\nSOLUTION: The two wax candles are made of the same material and have the same mass. So, the hotter wax candle has more thermal energy.\n The answer is A.",
+    "20024": "Assistant: SOLUTION: Juneau is the capital of Alaska.\n The answer is B.",
+    "20036": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "20040": "Assistant: LECTURE: An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.\nSOLUTION: Carcharodon carcharias is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nCarcharodon carcharias is the organism's scientific name. So, you know that great white shark is the common name.\n The answer is A.",
+    "20041": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to bake. Instead, many people learn how to bake. So, baking is an acquired trait.\n The answer is A.",
+    "20043": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The first closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is B.",
+    "20046": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Most humans are born with five toes on each foot. So, having five toes is an inherited trait.\n The answer is B.",
+    "20051": "Assistant: SOLUTION: Carson City is the capital of Nevada.\n The answer is B.",
+    "20062": "Assistant: LECTURE: A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.\nSOLUTION: Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is younger:\nThe feather fossil is in a shallower layer in the rock sequence than the ginkgo leaf fossil. So, the feather fossil is most likely younger than the ginkgo leaf fossil.\n The answer is A.",
+    "20065": "Assistant: LECTURE: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same\nSOLUTION: Think about how the distance between Herman and the center of Earth changed.\nThe summit of the mountain was higher than the point where Herman started hiking. As he hiked toward the summit, the distance between Herman and the center of Earth increased. So, the gravitational potential energy stored between Herman and Earth increased as he hiked toward the summit.\n The answer is A.",
+    "20075": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.\n The answer is C.",
+    "20081": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nSOLUTION: The first sentence is the simple sentence. It is a single independent clause.\nShelby and her sisters drew a map of the United States and hung it on the wall.\n The answer is B.",
+    "20095": "Assistant: LECTURE: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!\nSOLUTION: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nChrysotile is a mineral.\nMuscovite is a mineral.\nA shark's tooth is made by a living thing. But minerals are not made by living things.\nSo, a shark's tooth is not a mineral.\n The answer is B.",
+    "20115": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.\nSOLUTION: Look at the picture of the spatula.\nThe spatula is made of two different materials. The handle is made of wood, and the head is made of a type of plastic called silicone.\n The answer is A.",
+    "20116": "Assistant: LECTURE: Rocks are made of minerals. Here are some properties of rocks:\nThey are solid.\nThey are formed in nature.\nThey are not made by living things.\nThey are not pure substances.\nSOLUTION: Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.\nA marble is made by humans. But rocks are not made by living things.\nSo, a marble is not a rock.\nDolerite is a rock.\nMarble is a rock.\n The answer is A.",
+    "20117": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince lamb is between the guide words like - lumber, it would be found on that page.\n The answer is A.",
+    "20119": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to ride a motorcycle. Instead, many people learn how to ride. So, riding a motorcycle is an acquired trait.\n The answer is A.",
+    "20120": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nSOLUTION: Look at the picture of the Arctic wolf.\nThe Arctic wolf has thick fur covering its skin. Its skin is adapted for survival in cold places. The Arctic wolf uses its fur to keep warm in cold weather.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the Eurasian lynx has thick fur covering its skin. Its skin is adapted for survival in cold places.\nThe Amazon milk frog has thin, moist skin. Its skin is not adapted for survival in cold places.\n The answer is B.",
+    "20121": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "20132": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.\nSOLUTION: Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.\n The answer is A.",
+    "20134": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nWater freezing into ice is a change of state. So, it is a physical change. The water changes from solid to liquid. But the ice is still made of the same type of matter as the liquid water.\nBending a paper clip is a physical change. After you bend it, the paper clip has a different shape. But it is still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nWater freezing is caused by cooling. But bending a paper clip is not.\n The answer is C.",
+    "20135": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo examples of regular present-tense verbs are walk and talk.\nThree examples of irregular present-tense verbs are stand, sit, and lie.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, talks | walked, talked | will walk, will talk\nstand, sits | stood, sat | will stand, will sit\nlie, lies | lay, lie | will lie, will sit\nSOLUTION: The sentence is in present tense. You can tell because it uses a present-tense verb, rest. The verb tells you about something that is true or happening now.\n The answer is A.",
+    "20145": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n\nSOLUTION: To determine how many boxes in the Punnett square represent offspring with a gray body or a golden body, consider whether each phenotype is the dominant or recessive allele's version of the body color trait. The question tells you that the b allele, which is for a golden body, is recessive to the B allele, which is for a gray body.\nA gray body is the dominant allele's version of the body color trait. A guppy with the dominant version of the body color trait must have at least one dominant allele for the body color gene. So, offspring with a gray body must have the genotype BB or Bb.\nAll 4 boxes in the Punnett square have the genotype BB or Bb.\nA golden body is the recessive allele's version of the body color trait. A guppy with the recessive version of the body color trait must have only recessive alleles for the body color gene. So, offspring with a golden body must have the genotype bb.\nThere are 0 boxes in the Punnett square with the genotype bb.\nSo, the expected ratio of offspring with a gray body to offspring with a golden body is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with a gray body. This cross is expected to never produce offspring with a golden body.\n The answer is E.",
+    "20148": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is A.",
+    "20159": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses an oxymoron, a joining of two seemingly contradictory terms.\nSomewhat destroyed is a contradiction, because somewhat means partially or moderately, and destroyed implies totally wrecked.\n The answer is A.",
+    "20161": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.\nSOLUTION: A hammer is a solid. A solid has a size and shape of its own.\nHammers are made of iron and steel. Both iron and steel are solids.\nA screwdriver is a solid. A solid has a size and shape of its own.\nThis screwdriver has a metal blade and a plastic handle. Both metal and plastic are solids.\nThe air inside a balloon is a gas. A gas expands to fill a space. The air inside a balloon expands to fill all the space in the balloon. If the balloon pops, the air will expand to fill a much larger space.\nGrape juice is a liquid. A liquid takes the shape of any container it is in. If you pour grape juice into a different container, the grape juice will take the shape of that container. But the grape juice will still take up the same amount of space.\n The answer is D.",
+    "20166": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. Digby has two alleles for short fur (F). So, Digby's genotype for the fur length gene is FF.\n The answer is B.",
+    "20170": "Assistant: LECTURE: According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you.\nSOLUTION: Helen's foot is pushing on the gas pedal. So, Newton's third law tells you that the gas pedal is pushing on Helen's foot.\n The answer is B.",
+    "20172": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Todd shouldn't be class president because he reads romance novels for fun. This is a personal attack on Todd that isn't relevant to whether he would be a good class president. This illustrates a type of logical fallacy known as ad hominem.\n The answer is B.",
+    "20173": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.\nSOLUTION: Look at the picture of the barracuda.\nThe barracuda has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat. The baracuda uses its teeth to cut up meat into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe starry moray has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat.\nThe seahorse has a small, narrow mouth. Its mouth is not adapted for tearing through meat. The seahorse uses its mouth to hold on to plants and rocks.\n The answer is B.",
+    "20174": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the following statements describe the Catoctin Mountain Park ecosystem: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has only a few types of trees. It has soil that is rich in nutrients. The following statement does not describe Catoctin Mountain Park: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has many different types of trees.\n The answer is B.",
+    "20176": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Minnesota is farthest north.\n The answer is B.",
+    "20180": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is C.",
+    "20184": "Assistant: LECTURE: A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping.\nSOLUTION: The second sentence states a fact.\nBirds are the only living animals that have feathers.\nIt can be proved by checking a book about birds.\nThe first sentence states an opinion.\nPeacock feathers can make any room look fancy.\nFancy shows what a person believes, thinks, or feels. Another person might have a different opinion about whether peacock feathers can make a room look fancy.\n The answer is A.",
+    "20187": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA stretchy object gets longer when you pull on it. All four objects are stretchy.\nA fragile object will break into pieces if you drop it. The rubber band and the melted marshmallow are not fragile.\nA lemon has a sour taste. The melted marshmallow is not sour.\nThe property that all four objects have in common is stretchy.\n The answer is B.",
+    "20189": "Assistant: LECTURE: In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes\nSOLUTION: Nerium oleander is a plant. Plants are made up of many cells.\n The answer is A.",
+    "20192": "Assistant: LECTURE: Fish live underwater. They have fins, not limbs.\nSOLUTION: An ocean sunfish is a fish. It lives underwater. It has fins, not limbs.\nOcean sunfish have a flat body and wide fins. They sometimes swim to the ocean's surface to rest in the sun.\nA gray tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.\nA spotted dolphin is a mammal. It has hair and feeds its young milk.\nDolphins may look like sharks or other fish, but they are mammals! When a baby dolphin is born, it has hair around its jaw. This hair falls out as the dolphin grows.\nA cane toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\n The answer is C.",
+    "20203": "Assistant: LECTURE: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nSOLUTION: A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statement describes the Kaeng Krachan National Park ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has many different types of organisms. The following statements do not describe Kaeng Krachan National Park: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has mostly small plants. It has soil that is rich in nutrients.\n The answer is A.",
+    "20208": "Assistant: SOLUTION: Carson City is the capital of Nevada.\n The answer is C.",
+    "20215": "Assistant: LECTURE: Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.\nOther animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body.\nSOLUTION: A porcupine is a mammal. Like other mammals, a porcupine has a backbone.\nA ladybug is an insect. Like other insects, a ladybug does not have a backbone. It has a hard outer cover.\n The answer is A.",
+    "20217": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Dale sat down on the rickety old chair, it abruptly collapsed beneath him.\n The answer is B.",
+    "20219": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. New Hampshire is farthest east.\n The answer is C.",
+    "20221": "Assistant: SOLUTION: Juneau is the capital of Alaska.\n The answer is A.",
+    "20224": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses an oxymoron, a joining of two seemingly contradictory terms.\nDeafening silence is a contradiction, because deafening describes something extremely loud, and silence is the absence of sound.\n The answer is A.",
+    "20226": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of a leather belt is 30 inches.\n30 feet, 30 yards, and 30 miles are all too long.\n The answer is D.",
+    "20231": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nA change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water.\nSOLUTION: Knitting yarn into a scarf is a physical change. The yarn gets a different shape, but it is still made of the same type of matter.\n The answer is B.",
+    "20239": "Assistant: LECTURE: A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is \u00b0.\nSome thermometers measure temperature in degrees Fahrenheit (\u00b0F). Fahrenheit is one scale used to measure temperature.\nThis is a tube thermometer. It has a tube filled with a red liquid.\nThere is a Fahrenheit scale along the right side of the tube. The top of the red liquid lines up with the number 80 on the scale. So, the temperature shown by this thermometer is 80\u00b0F.\nSOLUTION: Find the top of the red liquid.\nNow look at the scale to the right. The top of the red liquid is halfway between 100 and 110. So, the temperature is 105\u00b0F.\n The answer is A.",
+    "20241": "Assistant: SOLUTION: Baton Rouge is the capital of Louisiana.\n The answer is A.",
+    "20244": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.\nSOLUTION: The text uses alliteration, the repetition of sounds at the beginning of nearby words.\nThroughout the ages, human beings have pondered the many mysteries of the moon repeats the s sound.\n The answer is A.",
+    "20245": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.\n The answer is B.",
+    "20256": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Wyoming is farthest north.\n The answer is D.",
+    "20262": "Assistant: LECTURE: A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nSOLUTION: Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the bilberry.\nThere are two arrows pointing to the collared lemming. One arrow starts from the bear sedge, and the other arrow starts from the lichen. Neither the bear sedge nor the lichen has an arrow pointing to it. So, in this food web, matter does not move from the bilberry to the collared lemming.\nThe only arrow pointing to the earthworm starts from the Arctic fox. The Arctic fox has two arrows pointing to it. These arrows start from the brown lemming and the collared lemming. The brown lemming and the collared lemming start from the bear sedge. The bear sedge does not have arrows pointing to it. So, in this food web, matter does not move from the bilberry to the earthworm.\nThe lichen does not have any arrows pointing to it. So, in this food web, matter does not move from the bilberry to the lichen.\nThe bear sedge does not have any arrows pointing to it. So, in this food web, matter does not move from the bilberry to the bear sedge.\n The answer is C.",
+    "20268": "Assistant: LECTURE: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!\nSOLUTION: Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nA shark's tooth is not a pure substance. But all minerals are pure substances.\nSo, a shark's tooth is not a mineral.\nChalcopyrite is a mineral.\nQuartz is a mineral.\n The answer is C.",
+    "20280": "Assistant: SOLUTION: Carson City is the capital of Nevada.\n The answer is C.",
+    "20283": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.\n The answer is C.",
+    "20303": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in future tense. You can tell because it uses will before the main verb, read. The verb tells you about something that is going to happen.\n The answer is C.",
+    "20320": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of a drinking straw is 25 centimeters.\n25 millimeters is too short. 25 meters and 25 kilometers are too long.\n The answer is A.",
+    "20323": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nNobody goes there anymore: it's too crowded at first appears to be contradictory, because if no one goes to the restaurant, then the restaurant should be empty, not crowded. However, it contains some truth: if a restaurant is frequently perceived to be too crowded, many people will no longer want to go there.\n The answer is A.",
+    "20334": "Assistant: SOLUTION: The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.\n The answer is D.",
+    "20337": "Assistant: SOLUTION: Hartford is the capital of Connecticut.\n The answer is A.",
+    "20339": "Assistant: LECTURE: A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object.\nSOLUTION: Look for the box that is heavier.\nA box holding 40 pounds is heavier than a box holding 30 pounds. So, the box holding 40 pounds needs a larger force to start moving upward at the same speed as the other box.\n The answer is A.",
+    "20340": "Assistant: LECTURE: An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed.\nSOLUTION: Look at the distance each bicycle moved and the time it took to move that distance. The direction each bicycle moved does not affect its speed.\nNotice that each bicycle moved for 10 hours. The bicycle that moved 115 miles moved the shortest distance in that time. So, that bicycle must have moved at the lowest speed.\n The answer is A.",
+    "20347": "Assistant: SOLUTION: An endoskeleton is inside an animal's body. It is made up of connected bones that grow along with the animal.\n The answer is A.",
+    "20349": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.\n The answer is B.",
+    "20351": "Assistant: LECTURE: A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw.\nSOLUTION: The first sentence states a fact.\nThe modern sport of golf developed in Scotland in the late 1400 s.\nIt can be proved by reading a book about the history of golf.\nThe second sentence states an opinion.\nGolf is possibly the dumbest sport that was ever invented.\nDumb shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a sport dumb.\n The answer is A.",
+    "20368": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.\n The answer is C.",
+    "20381": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.\nSOLUTION: Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.\n The answer is C.",
+    "20382": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nBreaking a plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter.\nCutting your fingernails is a physical change. Your fingernails are shorter after you cut them. But the pieces are still made of the same type of matter as the uncut fingernails.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is C.",
+    "20383": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Mississippi is farthest west.\n The answer is C.",
+    "20384": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nSOLUTION: All three fish tanks have the same mass but different temperatures. Since the 76\u00b0F fish tank is the hottest, it has the most thermal energy.\n The answer is A.",
+    "20399": "Assistant: LECTURE: All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense.\nSOLUTION: A butterfly is a living thing.\nButterflies grow and respond to their environment. They need food and water. Butterflies are made up of many cells.\nA crayon is not a living thing.\nCrayons do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nA rain is not a living thing.\nRain is made of water. It helps living things survive. But it does not have all the traits of a living thing. Rain does not grow or need food.\nA swing set is not a living thing.\nSwing sets do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\n The answer is C.",
+    "20407": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.\nSOLUTION: A red howler is a mammal. It has hair and feeds its young milk.\nHowler monkeys have loud calls, or howls. Their calls can be heard over three miles away!\nA cassowary is a bird. It has feathers, two wings, and a beak.\nCassowaries have wings, but they cannot fly! They can run very fast.\nA flamingo is a bird. It has feathers, two wings, and a beak.\nFlamingos live in large groups. These groups are called flocks.\nA box turtle is a reptile. It has scaly, waterproof skin.\nBox turtles can live to be over 100 years old!\n The answer is A.",
+    "20413": "Assistant: SOLUTION: Olympia is the capital of Washington.\n The answer is A.",
+    "20416": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "20421": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that increased park funding was responsible for an increase in littering. However, even though littering increased after funding to parks was increased, that doesn't necessarily mean that the funding was responsible. This illustrates a type of logical fallacy known as false causation.\n The answer is A.",
+    "20427": "Assistant: LECTURE: A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.\nSOLUTION: The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.\nThe baker split the cookie in half, and crumbs fell to the floor.\n The answer is B.",
+    "20430": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\n The answer is C.",
+    "20438": "Assistant: SOLUTION: Madison is the capital of Wisconsin.\n The answer is A.",
+    "20440": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion spidey sense is a comic book.\nThe comic book superhero Spider-Man possesses a spidey sense that warns him of impending trouble.\nThe allusion spidey sense means a sense of danger coming.\n The answer is B.",
+    "20441": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: We danced for hours we were tired is a run-on sentence. It has two sentences that are joined without end punctuation: We danced for hours and We were tired.\n The answer is B.",
+    "20470": "Assistant: SOLUTION: Look at the map below. It labels ancient Egypt and other ancient civilizations.\nThe first civilization in ancient Egypt started along the Nile River. Other ancient civilizations also started near rivers. For example, ancient Indus Valley civilizations started along the Indus River in modern-day India.\n The answer is B.",
+    "20471": "Assistant: SOLUTION: Tallahassee is the capital of Florida.\n The answer is C.",
+    "20475": "Assistant: LECTURE: A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nSOLUTION: The temperature of each refrigerator increased, which means that the thermal energy of each refrigerator increased. So, thermal energy was transferred from the surroundings to each refrigerator.\n The answer is A.",
+    "20490": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of a dose of cough syrup is 5 milliliters.\n5 liters is too much.\n The answer is B.",
+    "20495": "Assistant: LECTURE: An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.\nSOLUTION: Cybister sugillatus is written in italics. The first word is capitalized, and the second word is not.\nSo, Cybister sugillatus is the scientific name.\n The answer is B.",
+    "20498": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that ferrets make wonderful companions because more people are keeping them as pets. However, even though some ferrets make wonderful companions, that doesn't necessarily mean that all ferrets are great pets. This illustrates a type of logical fallacy known as the bandwagon fallacy.\n The answer is B.",
+    "20500": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Most humans are born with five toes on each foot. So, having five toes is an inherited trait.\n The answer is A.",
+    "20503": "Assistant: LECTURE: The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\"\nSOLUTION: A book should be in italics.\nThe correct title is **The Wizard of Oz**.\n The answer is B.",
+    "20505": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nSawing a log in half is a physical change. The log gets cut into two pieces. But the pieces are still made of the same type of matter as the original log.\nStretching a rubber band is a physical change. The rubber band gets longer. But it is still made of the same type of matter as before.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is B.",
+    "20506": "Assistant:\n The answer is C.",
+    "20507": "Assistant: SOLUTION: The colony is New Jersey.\n The answer is B.",
+    "20514": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: People are not born knowing how to ride a bicycle. Instead, many people learn how to ride. So, riding a bicycle is an acquired trait.\n The answer is A.",
+    "20518": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.\nSOLUTION: Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.\n The answer is A.",
+    "20522": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer.\nSOLUTION: The better estimate for the length of a school bus is 14 meters.\n14 kilometers is too long.\n The answer is A.",
+    "20527": "Assistant: SOLUTION: Montgomery is the capital of Alabama.\n The answer is D.",
+    "20535": "Assistant: LECTURE: Plant cells are made up of many different parts. Each cell part has a function that helps the cell survive and grow.\nSome cell parts are called organelles. Organelles are cell structures that are surrounded by their own membranes. Here are some of the organelles in plant cells:\nChloroplasts and mitochondria work together to help the cell get the energy it needs. The chloroplasts use photosynthesis to make sugar. The mitochondria break down this sugar and release energy that the cell can use for all of its activities.\nThe nucleus directs cell activities by sending instructions to different parts of the cell. The nucleus contains structures called chromosomes. The chromosomes are made mostly of hereditary material called DNA. DNA contains information that the cell uses for growth and activities. These instructions tell ribosomes how to build molecules called proteins, which make up cell structures and help chemical reactions happen in the cell.\nThe endoplasmic reticulum is an organelle that helps ribosomes build proteins. The nucleus sends instructions for making proteins to ribosomes. Ribosomes can attach to the endoplamic reticulum. The endoplasmic reticulum and ribosomes use these instructions to make proteins that the cell needs to survive and grow.\nAfter proteins are made in the endoplasmic reticulum, they can be transferred to the Golgi. The Golgi is an organelle made up of flat, stacked membranes. The Golgi sorts and packages proteins and other substances. Then, the Golgi sends these substances to different parts of the cell. Some of these substances are sent to the cell membrane and released from the cell.\nIn plant cells, the vacuole stores waste, water, and nutrients such as sugar. Most plant cells have one vacuole.\nOther cell parts are not surrounded by their own membranes. These cell parts are not organelles.\nThe cell wall is the cell's tough outer covering. It gives the cell strength and stiffness and helps the cell keep its shape.\nOn the inside of the cell wall is a thin layer called the cell membrane. This layer is a membrane, but it does not have a membrane surrounding it, so it is not an organelle. The cell membrane controls which substances enter and leave the cell.\nThe cytoplasm is a thick liquid that fills the space inside the cell. The cytoplasm also helps the cell keep its shape and supports the other cell parts.\nSOLUTION: The cell wall is the cell's tough outer covering. It gives the cell strength and stiffness and helps the cell keep its shape.\n The answer is C.",
+    "20539": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.\nSOLUTION: The best estimate for the length of an ice skate is 34 centimeters.\n34 meters and 34 kilometers are both too long.\n The answer is A.",
+    "20542": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA hard object does not change shape when pressed or squeezed. None of the objects are hard.\nA stretchy object gets longer when you pull on it. The rubber band and the balloon are not stretchy.\nA fragile object will break into pieces if you drop it. All three objects are fragile.\nThe property that all three objects have in common is fragile.\n The answer is C.",
+    "20552": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nSOLUTION: Look at the object.\nThink about each property.\nA soft object changes shape when you squeeze it. The anapron is soft.\nA rough object feels scratchy when you touch it. The anapron is not rough.\n The answer is B.",
+    "20554": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.\n The answer is E.",
+    "20559": "Assistant: LECTURE: Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.\nSOLUTION: This result is a cost. It involves giving up or spending something that Sidney wants or needs:\nSidney will give up the chance to eat the vanilla custard. Sidney thinks vanilla custard would have tasted better than string cheese will.\n The answer is B.",
+    "20561": "Assistant: LECTURE: During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read?\nSOLUTION: The writer could best improve his or her grammar and mechanics by fixing run-on sentences.\nFor example, the writer could divide each of the underlined run-on sentences into two complete sentences.\nWhen I'm asked to name my favorite teacher, I immediately think of Mr. Sweeney. In fifth grade, Mr. Sweeney taught us all about architecture he had the class start by learning to measure things very accurately. We studied environmentally friendly building methods, and we designed and built our own homes of the future. Mr. Sweeney was always fun and interesting, he believed that we could do more than we thought we could do. He helped me break boundaries in my life, he was a positive influence on me and will always be one of the most inspirational people in my life.\n The answer is B.",
+    "20565": "Assistant: LECTURE: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.\nSOLUTION: An empty cup is a solid. A solid has a size and shape of its own.\nWhen you fill a cup with water, the cup still has its own shape.\n The answer is A.",
+    "20567": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.\n The answer is A.",
+    "20568": "Assistant: SOLUTION: Carson City is the capital of Nevada.\n The answer is B.",
+    "20574": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence.\n The answer is A.",
+    "20582": "Assistant: SOLUTION: People form governments for two main reasons.\nGovernments come up with laws, or rules, for a community. Laws help people work together and settle disagreements.\nLaws can tell people how to vote. Voting is a way to choose many of the country's most important leaders. For example, Americans vote to choose the president of the United States every four years.\n The answer is A.",
+    "20584": "Assistant: SOLUTION: The colony is Pennsylvania.\n The answer is C.",
+    "20592": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is A.",
+    "20600": "Assistant: LECTURE: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.\nSOLUTION: Chalk is a solid. You can easily break chalk into pieces. But each piece will still have a size and shape of its own.\n The answer is A.",
+    "20602": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nWhere Darnel lives, winter is the rainiest season of the year.\nThis passage tells you about the usual precipitation where Darnel lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is B.",
+    "20604": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Arkansas is farthest south.\n The answer is C.",
+    "20632": "Assistant: SOLUTION: Phoenix is the capital of Arizona.\n The answer is A.",
+    "20634": "Assistant: LECTURE: Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?\nConifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones onto female cones. After pollination, sperm from the pollen can combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe seeds can fall out of the cones and land on the ground. When a seed lands on the ground, it can germinate, or start to grow into a new plant.\nSOLUTION: A seed can germinate and grow into a new plant.\nThe new plant can grow male and female cones. But a seed does not grow into a female cone or a male cone.\n The answer is B.",
+    "20636": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nSOLUTION: The text includes a simile, using like or as to compare two things that are not actually alike.\nThe simile like the parched earth during a drought suggests that Emma's hands were dry and cracked. A drought is a period without rain; the ground during a drought can become hard and cracked.\n The answer is B.",
+    "20643": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.\nSOLUTION: The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.\nHomer repeats the words I want at the beginning of each sentence.\n The answer is A.",
+    "20647": "Assistant: LECTURE: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group.\nSOLUTION: To decide if an animal is part of a group, look at the traits of the group.\nAmphibians have the following traits:\nThey spend part of their lives in water and part on land.\nThey have moist skin.\nThey make eggs with no shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA rough-skinned newt has the following traits:\nIt spends part of its life in water and part on land.\nIt has moist skin.\nIt makes eggs with no shells.\nA rough-skinned newt has the traits of an amphibian. A rough-skinned newt is an amphibian.\nA Bengal tiger has the following traits:\nIt feeds its offspring milk.\nIt has hair.\nA Bengal tiger does not have all of the traits of an amphibian. A Bengal tiger is a mammal.\n The answer is A.",
+    "20648": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A sea otter is a mammal. It has fur and feeds its young milk.\nA barn owl is a bird. It has feathers, two wings, and a beak.\n The answer is B.",
+    "20666": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nA bumpy object is covered in lumps and bumps. The gold nugget is not bumpy.\nA bouncy object will bounce back from the floor if you drop it. The log and the gold nugget are not bouncy.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.\nThe property that all three objects have in common is shiny.\n The answer is C.",
+    "20669": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nSOLUTION: Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. The helium balloons and the metal paper clip are not transparent.\nA stretchy object gets longer when you pull on it. All four objects are stretchy.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The helium balloons and the metal paper clip are shiny, but the rubber band is not.\nThe property that all four objects have in common is stretchy.\n The answer is A.",
+    "20674": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nSOLUTION: The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nBetween jobs is an indirect way of saying unemployed.\n The answer is B.",
+    "20675": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.\nSOLUTION: The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.\nThe words wind, rend, open, and tatters are repeated at the beginning of each line.\n The answer is B.",
+    "20677": "Assistant: LECTURE: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there\nSOLUTION: A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and many different types of organisms. So, the Pantanal has land that is covered with water during most of the year. It also has soil that is rich in nutrients.\n The answer is B.",
+    "20690": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that the Shahs' opinion on eating pizza is invalid because their house is messy. This is a personal attack that isn't relevant to whether the Shahs' opinion is valid. This illustrates a type of logical fallacy known as ad hominem.\n The answer is A.",
+    "20694": "Assistant: LECTURE: Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go\nSOLUTION: The sentence is in future tense. You can tell because it uses will before the main verb, join. The verb tells you about something that is going to happen.\n The answer is C.",
+    "20699": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince bit is not between the guide words base - bury, it would not be found on that page.\n The answer is B.",
+    "20701": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "20703": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Africa.\n The answer is A.",
+    "20709": "Assistant: SOLUTION: Helena is the capital of Montana.\n The answer is C.",
+    "20710": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long.\nSOLUTION: The best estimate for the length of a paintbrush is 12 inches.\n12 feet, 12 yards, and 12 miles are all too long.\n The answer is D.",
+    "20712": "Assistant: LECTURE: Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.\nA poem rhymes when it has a pattern of words that end in the same sound.\nEnd rhyme is when the rhymes appear at the end of a poem's lines.\nLittle Betty Blue,\nLost her holiday shoe.\n\u2014From Mother Goose\nInternal rhyme is when at least one of the rhyming words appears inside the poem's lines.\nSweet dreams of pleasant streams.\n\u2014From William Blake, \"A Cradle Song\"\nRhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nThe syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Old Bridge\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.\nRepetition is when words, phrases, or whole lines are repeated.\nThe dainty flying squirrel\nIn vest of shining white,\nIn coat of silver gray,\nAnd vest of shining white.\n\u2014Adapted from Mary E. Burt, \"The Flying Squirrel\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\"\nSOLUTION: This poem uses end rhyme. Its rhymes come at the end of its lines.\nAt weeds the water from the sink made tall.\nShe wore her cape; her hat was in her hand.\n The answer is A.",
+    "20721": "Assistant: LECTURE: Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n\nSOLUTION: The second sentence is less formal. You can tell because it uses abbreviated language (ASAP).\nThe first sentence does not use abbreviated language, so it is more formal.\n The answer is B.",
+    "20722": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nSOLUTION: To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.\n The answer is B.",
+    "20729": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion an albatross around her neck is a poem.\nIn Samuel Taylor Coleridge's poem \"The Rime of the Ancient Mariner,\" a sailor shoots and kills an albatross, an action that curses the ship and crew. As his crew members die, the Ancient Mariner feels his guilt hanging like the albatross around his neck.\nThe allusion an albatross around her neck means a burden a person must bear.\n The answer is A.",
+    "20732": "Assistant: LECTURE: In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or\nSOLUTION: Capitalize the first word, the last word, and every important word in between. The word and is not important, so it should not be capitalized.\nThe correct title is Better Homes and Gardens.\n The answer is B.",
+    "20734": "Assistant: SOLUTION: This state is Virginia.\nThe Virginia State Capitol is in Richmond.\n The answer is C.",
+    "20742": "Assistant: LECTURE: All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nSOLUTION: The two glasses of grape juice have the same mass but different temperatures. Since the 15\u00b0C glass of grape juice is colder than the 25\u00b0C glass of grape juice, it has less thermal energy.\n The answer is A.",
+    "20745": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.\nSOLUTION: The best estimate for the mass of a cement truck is 24 tons.\n24 ounces and 24 pounds are both too light.\n The answer is C.",
+    "20747": "Assistant: LECTURE: Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?\nFirst, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.\nAfter pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant.\nSOLUTION: Flowers make seeds. After a flower is pollinated, male cells from the pollen combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe fruit can grow around the seeds. But the fruit does not make seeds. Both the fruit and the seeds grow from parts of the flower.\n The answer is B.",
+    "20749": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A painted stork is a bird. It has feathers, two wings, and a beak.\nStorks wade in shallow water to look for food. Storks eat fish, insects, worms, and other small animals.\nA red kangaroo is a mammal. It has fur and feeds its young milk.\nKangaroos hop to move around. They use their large tails for balance while hopping.\n The answer is B.",
+    "20751": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "20758": "Assistant: LECTURE: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\n The answer is B.",
+    "20762": "Assistant: LECTURE: Every living thing needs food to stay alive. Living things get their food in different ways. A food chain shows how living things in an ecosystem get their food.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other living things. Consumers cannot make their own food.\nSOLUTION: In this food chain, the amphipod is a consumer because it eats another living thing. The amphipod in this food chain eats the anamorph.\n The answer is A.",
+    "20770": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.\nSOLUTION: Boba's genotype for the fur color gene is ff. Boba's genotype of ff has only f alleles. The f allele is for light fur. So, Boba's phenotype for the fur color trait must be light fur.\nTo check this answer, consider whether Boba's alleles are dominant or recessive. The allele for dark fur (F) is dominant over the allele for light fur (f). This means F is a dominant allele, and f is a recessive allele.\nBoba's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Boba's phenotype for the fur color trait must be light fur.\n The answer is B.",
+    "20779": "Assistant: LECTURE: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nSOLUTION: A palmate newt's scientific name is Lissotriton helveticus. The first word of its scientific name is Lissotriton.\nTaricha torosa is in the genus Taricha. The first word of its scientific name is Taricha. So, Taricha torosa and Lissotriton helveticus are not in the same genus.\nAmbystoma opacum is in the genus Ambystoma. The first word of its scientific name is Ambystoma. So, Ambystoma opacum and Lissotriton helveticus are not in the same genus.\nLissotriton vulgaris is in the genus Lissotriton. The first word of its scientific name is Lissotriton. So, Lissotriton vulgaris and Lissotriton helveticus are in the same genus.\n The answer is C.",
+    "20782": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. Louie's observable version of the cheek color trait is pale orange cheeks. So, Louie's phenotype for the cheek color trait is pale orange cheeks.\n The answer is A.",
+    "20788": "Assistant: LECTURE: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n\nSOLUTION: To determine how many boxes in the Punnett square represent offspring with vestigial wings or normal wings, consider whether each phenotype is the dominant or recessive allele's version of the wing type trait. The question tells you that the n allele, which is for vestigial wings, is recessive to the N allele, which is for normal wings.\nVestigial wings is the recessive allele's version of the wing type trait. A fruit fly with the recessive version of the wing type trait must have only recessive alleles for the wing type gene. So, offspring with vestigial wings must have the genotype nn.\nThere are 0 boxes in the Punnett square with the genotype nn.\nNormal wings is the dominant allele's version of the wing type trait. A fruit fly with the dominant version of the wing type trait must have at least one dominant allele for the wing type gene. So, offspring with normal wings must have the genotype NN or Nn.\nAll 4 boxes in the Punnett square have the genotype NN or Nn.\nSo, the expected ratio of offspring with vestigial wings to offspring with normal wings is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with vestigial wings. Instead, this cross is expected to always produce offspring with normal wings.\n The answer is E.",
+    "20794": "Assistant: SOLUTION: Ethan wanted broccoli in his lunch and Irma was hoping for tomatoes. Look at the labeled part of the images.\nEthan has tomatoes. Irma has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.\n The answer is C.",
+    "20802": "Assistant: LECTURE: A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory\nSOLUTION: The second closing is correct:\nIts first word is capitalized, and it ends with a comma.\n The answer is A.",
+    "20806": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince parent is not between the guide words president - public, it would not be found on that page.\n The answer is A.",
+    "20815": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nPhotosynthesis is a chemical change. Plants make sugar using carbon dioxide, water, and energy from sunlight.\nMetal turning less shiny over time is called tarnishing. A penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is C.",
+    "20820": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.\n The answer is B.",
+    "20829": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is B.",
+    "20842": "Assistant: SOLUTION: Juneau is the capital of Alaska.\n The answer is D.",
+    "20848": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.\nSOLUTION: Humans do not choose their natural hair color. Instead, children get their natural hair color from their parents. So, Shelby's hair color is an inherited trait.\n The answer is B.",
+    "20849": "Assistant: LECTURE: Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group.\nSOLUTION: To decide if an animal is part of a group, look at the traits of the group.\nMammals have the following traits:\nThey feed their offspring milk.\nThey have fur or hair.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA barn owl has the following traits:\nIt has feathers.\nIt has wings.\nIt has a beak.\nIt makes eggs with shells.\nA barn owl does not have all of the traits of a mammal. A barn owl is a bird.\nA Florida manatee has the following traits:\nIt feeds its offspring milk.\nIt has hair.\nA Florida manatee has the traits of a mammal. A Florida manatee is a mammal.\n The answer is B.",
+    "20851": "Assistant: LECTURE: Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 1-kilogram brick at 70\u00b0F has half as much thermal energy as a 2-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the smaller brick has half as many atoms. So, it has half as much thermal energy.\nSOLUTION: The two bricks are made of the same material and have the same mass. So, the colder brick has less thermal energy.\n The answer is B.",
+    "20854": "Assistant: LECTURE: Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nSOLUTION: The text uses personification, giving human characteristics to nonhuman things.\nGlared at him suggests that it bothered Keith that the essay wasn't finished. The essay is like a person who is bothering Keith.\n The answer is A.",
+    "20860": "Assistant:\n The answer is C.",
+    "20864": "Assistant: LECTURE: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the compound rubidium bromide.\nIn a space-filling model, the balls represent atoms that are bonded together. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\nSOLUTION: Use the model to determine whether calcium oxide is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that calcium oxide is composed of oxygen atoms and calcium atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that calcium oxide is composed of two chemical elements: oxygen and calcium. Since calcium oxide is composed of multiple chemical elements bonded together, calcium oxide is a compound.\n The answer is B.",
+    "20866": "Assistant: LECTURE: Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.\nSedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.\nMetamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties.\nSOLUTION: Phyllite is a metamorphic rock. Like other metamorphic rocks, it forms when a rock is changed by high temperature and pressure.\nHeat and pressure can change the type and arrangement of minerals in a rock. This change forms a new rock with different properties. Phyllite can form when sedimentary rocks such as schist are changed by heat and pressure.\n The answer is C.",
+    "20883": "Assistant: SOLUTION: Helena is the capital of Montana.\n The answer is D.",
+    "20887": "Assistant: LECTURE: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.\nSOLUTION: Look at the picture of the common loon.\nThe common loon has a long, straight beak with a sharp tip. Its beak is adapted to catch fish. The common loon can use its beak to grab the slippery body of a fish underwater. It can also catch a fish by stabbing it with its beak.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe common kingfisher has a long, straight beak with a sharp tip. Its beak is adapted to catch fish.\nThe European robin has a short, thick beak. Its beak is not adapted to catch fish. The European robin uses its beak to eat small, hard seeds.\n The answer is A.",
+    "20888": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nOn average, the coldest month in Hof, Iceland, is January.\nThis passage tells you about the usual temperature pattern in Hof, Iceland. It does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is B.",
+    "20889": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Antarctica.\n The answer is C.",
+    "20890": "Assistant: LECTURE: When a scientist identifies a new organism, he or she chooses its scientific name.\nSometimes, an organism is named after the place where it was first found. Other times, an organism is named after the scientist who first identified it. Or, the scientific name might describe the organism's physical traits.\nMany of the words that make up scientific names are based on words from old languages, like Latin and classical Greek. Sometimes, English words are changed to make them sound more like Latin or Greek. The new words are then used in an organism's scientific name.\nSOLUTION: This organism's scientific name refers to Georg Wilhelm Steller.\nThe word stelleri refers to Georg Wilhelm Steller. So, the Steller's jay's scientific name is Cyanocitta stelleri.\n The answer is A.",
+    "20891": "Assistant: LECTURE: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners.\nSOLUTION: The first announcement is more formal. It uses more elevated language (pleased to announce). The other announcement sounds more conversational (so happy).\n The answer is B.",
+    "20907": "Assistant: LECTURE: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it.\nSOLUTION: The first text uses literally in its traditional sense: in a factual, non-exaggerated way.\nJasmine adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally hundreds of years old.\nThe second text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). The bridge is old, but it is not actually a million years old.\nJasmine adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally a million years old.\nMost style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect.\n The answer is A.",
+    "20908": "Assistant: LECTURE: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nSOLUTION: Look at the object.\nThink about each property.\nA fragile object will break into pieces if you drop it. The ceramic plate is fragile.\nA scratchy object is rough and itchy against your skin. The ceramic plate is not scratchy.\n The answer is B.",
+    "20915": "Assistant: LECTURE: Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water.\nSOLUTION: Grilling a hamburger is a chemical change. Heat from the grill causes the matter in the meat to change. Cooked meat and raw meat are different types of matter.\n The answer is B.",
+    "20916": "Assistant: LECTURE: Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.\nSOLUTION: A common ostrich is a bird. Like other birds, a common ostrich is a vertebrate. It has a backbone.\nA fireworm is a worm. Like other worms, a fireworm is an invertebrate. It does not have a backbone. It has a soft body.\nA castor bean tick is an insect. Like other insects, a castor bean tick is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA moon jellyfish is an invertebrate. It does not have a backbone. It has a soft body.\n The answer is C.",
+    "20917": "Assistant: LECTURE: Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners.\nSOLUTION: The first letter opening is more formal. It uses the recipient's personal title and last name. The other opening uses the recipient's first name, suggesting a more familiar relationship.\n The answer is B.",
+    "20922": "Assistant: LECTURE: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nSOLUTION: The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.\n The answer is C.",
+    "20924": "Assistant: LECTURE: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.\nSOLUTION: Look at the picture of the shoes.\nThe shoes are made of two different materials. The tops are made of leather, and the soles are made of rubber.\n The answer is B.",
+    "20926": "Assistant: SOLUTION: This country is Haiti.\nDoes Haiti have any territorial disputes?\nHaiti claims to own Navassa Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nNavassa Island is also claimed by the United States. The United States claimed the island in 1857 and has controlled it since then. But Haiti considers the island part of its territory and has protested the United States' claim since this time. No one lives on the island. Today, it is a nature preserve.\n The answer is A.",
+    "20947": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "20948": "Assistant: SOLUTION: Sacramento is the capital of California.\n The answer is B.",
+    "20949": "Assistant: LECTURE: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent\nSOLUTION: In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.\n The answer is A.",
+    "20950": "Assistant: LECTURE: Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.\nSOLUTION: To describe the average precipitation trends in Cairo, look at the graph.\nChoice \"Jan\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Sep\" is incorrect.\nJanuary has an average monthly precipitation of about 15 millimeters. This is higher than in any other month. So, January is the wettest month on average.\n The answer is B.",
+    "20952": "Assistant: LECTURE: Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.\nSOLUTION: A yak is a mammal. Like other mammals, a yak is a vertebrate. It has a backbone.\nA fly is an insect. Like other insects, a fly is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA peafowl is a bird. Like other birds, a peafowl is a vertebrate. It has a backbone.\nA Surinam horned frog is an amphibian. Like other amphibians, a Surinam horned frog is a vertebrate. It has a backbone.\n The answer is A.",
+    "20953": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that Erin must be a reckless driver, because her brother is a reckless driver. However, even though Erin's brother is reckless, that doesn't necessarily mean that Erin is, too. This illustrates a type of logical fallacy known as guilt by association.\n The answer is B.",
+    "20967": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n\nSOLUTION: The better estimate for the temperature of a warm swimming pool is 25\u00b0C.\n25\u00b0F is too cold.\n The answer is A.",
+    "20970": "Assistant: LECTURE: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nSOLUTION: This is the Atlantic Ocean.\n The answer is C.",
+    "20979": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nSOLUTION: Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.\n The answer is C.",
+    "20982": "Assistant: LECTURE: Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.\nSOLUTION: Floods destroyed the cough drop factories in Silvergrove. The number of producers of cough drops went down. So, the supply of cough drops will probably go down.\n The answer is A.",
+    "20984": "Assistant: SOLUTION: Dover is the capital of Delaware.\n The answer is D.",
+    "20988": "Assistant: LECTURE: An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.\nSOLUTION: The source of the allusion Falstaffian is Shakespeare.\nSir John Falstaff, a comical character in several of William Shakespeare's plays, is known for his cheerful sociability and sometimes off-color humor.\nThe allusion Falstaffian means characterized by joviality and enjoyment of food and drink.\n The answer is A.",
+    "20994": "Assistant: LECTURE: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!\n The answer is B.",
+    "20995": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.\n The answer is B.",
+    "20997": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's phenotype for a trait is its observable version of that trait. Bingo's observable version of the wool color trait is black wool. So, Bingo's phenotype for the wool color trait is black wool.\n The answer is A.",
+    "20998": "Assistant: LECTURE: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\n The answer is B.",
+    "21000": "Assistant: LECTURE: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes.\nSOLUTION: The second answer choice contains a vague pronoun reference. The pronoun it could refer to calculus or trigonometry.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with calculus.\nDave went on to calculus after studying trigonometry, but he never fully comprehended calculus.\n The answer is B.",
+    "21001": "Assistant: LECTURE: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells.\nSOLUTION: Stretchy is a property. A stretchy material gets longer when you pull on it.\nLook at each picture, one at a time. Imagine pulling on the material shown in each picture.\nOf the choices, the nylon shorts would stretch more. If you pull the leg opening on a pair of nylon shorts, it will get wider.\n The answer is A.",
+    "21006": "Assistant: SOLUTION: Filtration is a technique that involves straining unwanted materials from a mixture. For example, you can pour a liquid mixture through a funnel lined with filter paper that collects unwanted solids.\n The answer is A.",
+    "21009": "Assistant: LECTURE: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.\nSOLUTION: The better estimate for the volume of a soda bottle cap is 12 milliliters.\n12 liters is too much.\n The answer is B.",
+    "21014": "Assistant: LECTURE: All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSOLUTION: An organism's genotype for a gene is its combination of alleles for that gene. The cucumber plant has two alleles for bumpy fruit (F). So, the plant's genotype for the fruit texture gene is FF.\n The answer is A.",
+    "21019": "Assistant: LECTURE: Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.\nSOLUTION: A saturn butterfly is an insect. Like other insects, a saturn butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.\nAn earthworm is a worm. Like other worms, an earthworm is an invertebrate. It does not have a backbone. It has a soft body.\nA giant octopus is an invertebrate. It does not have a backbone. It has a soft body.\nA robin is a bird. Like other birds, a robin is a vertebrate. It has a backbone.\n The answer is D.",
+    "21020": "Assistant: LECTURE: A fact is something that can be proved true by research or observation.\nGeorge Washington became president of the United States in 1789.\nThis statement is a fact. It can be proved by researching what year George Washington was inaugurated president.\nAn opinion is something that a person believes, thinks, or feels. An opinion can be supported by evidence, but it cannot be proved true.\nGeorge Washington was a better president than Thomas Jefferson.\nThis statement is an opinion. People can have different ideas about what makes someone a \"better\" president, so the statement cannot be proved.\nSOLUTION: The first sentence states a fact.\nAustralia is a continent in the Southern Hemisphere.\nIt can be proved by finding Australia on a world map.\nThe second sentence states an opinion.\nIt is hard to understand Australian people's accents.\nHard shows what a person believes, thinks, or feels. Another person might have a different opinion about how hard it is to understand Australian accents.\n The answer is B.",
+    "21025": "Assistant: LECTURE: Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service.\nSOLUTION: To decide whether picking apples is a good or a service, ask these questions:\nIs picking apples something you can touch? No.\nIs picking apples a job you might pay someone else to do? Yes.\nSo, picking apples is a service.\n The answer is B.",
+    "21041": "Assistant: SOLUTION: The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.\n The answer is A.",
+    "21044": "Assistant: SOLUTION: Baton Rouge is the capital of Louisiana.\n The answer is D.",
+    "21048": "Assistant: LECTURE: Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.\n The answer is A.",
+    "21052": "Assistant: SOLUTION: A flower smells good.\nA flower can come in many colors.\nA flower grows in a garden.\n The answer is A.",
+    "21053": "Assistant: LECTURE: An organism's genes contain information about its proteins. Each gene encodes, or contains the instructions for making, one protein or a group of proteins.\nA permanent change in a gene is called a mutation. Because a mutation changes a gene, the mutation may change the structure of the protein encoded by that gene.\nThe function of a protein depends on its structure. So, if a mutation in a gene changes a protein's structure, the mutation may also change the protein's function.\nAn organism's observable traits are affected by the functions of its proteins. So, a gene mutation that affects a protein's function may also affect an organism's observable traits.\nSOLUTION: A mutation in a gene may affect the protein it encodes.\nSo, the mutation in the KRT13 gene affected the structure and function of the keratin protein.\n The answer is A.",
+    "21062": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that the school's Advanced Computer Science class is responsible for students majoring in computer science. However, this isn't necessarily true. For instance, students might major in computer science because they enjoy the subject. This illustrates a type of logical fallacy known as false causation.\n The answer is C.",
+    "21063": "Assistant: SOLUTION: This country is Dominica.\n The answer is D.",
+    "21064": "Assistant: SOLUTION: Carson City is the capital of Nevada.\n The answer is A.",
+    "21070": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Africa.\n The answer is B.",
+    "21076": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A goldfish is a fish. It lives underwater. It has fins, not limbs.\nA European green toad is an amphibian. It has moist skin and begins its life in water.\n The answer is A.",
+    "21083": "Assistant: LECTURE: There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer!\nSOLUTION: The sentence asks something, and it ends with a question mark. It is an interrogative sentence.\n The answer is B.",
+    "21087": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. South Carolina is farthest east.\n The answer is D.",
+    "21090": "Assistant: SOLUTION: This country is Antigua and Barbuda.\n The answer is D.",
+    "21117": "Assistant: LECTURE: Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.\n The answer is A.",
+    "21121": "Assistant: SOLUTION: Olympia is the capital of Washington.\n The answer is D.",
+    "21128": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the text carefully.\nWhere Nicole lives, winter is the rainiest season of the year.\nThis passage tells you about the usual precipitation where Nicole lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate.\n The answer is B.",
+    "21133": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in balloons is also a gas.\nSOLUTION: Helium is a gas. A gas expands to fill a space.\nHelium is lighter than air. So, if you fill a balloon with helium, the balloon will rise. If helium leaks out of the balloon, the helium will expand into the space around the balloon.\n The answer is A.",
+    "21135": "Assistant: LECTURE: A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object.\nSOLUTION: To determine if there is a net force on Kimi, look at the forces:\nEarth's gravity is pulling Kimi down with a force of 600 N.\nThe seat of the cart is pushing Kimi up with a force of 1,200 N.\nThe forces are in opposite directions, and the forces have different magnitudes: 600 N and 1,200 N. This means that the forces are unbalanced, so there is a net force on Kimi.\n The answer is A.",
+    "21136": "Assistant: LECTURE: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nSOLUTION: The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.\n The answer is B.",
+    "21137": "Assistant: SOLUTION: Austin is the capital of Texas.\n The answer is B.",
+    "21140": "Assistant: LECTURE: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nSOLUTION: A red-eyed tree frog is an amphibian. It has moist skin and begins its life in water.\nA rabbit is a mammal. It has fur and feeds its young milk.\n The answer is A.",
+    "21144": "Assistant: LECTURE: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nSOLUTION: Read the passage carefully.\nIt was clear and sunny yesterday on the Croatian coast.\nThis passage tells you about the cloud cover on the Croatian coast yesterday. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.\n The answer is A.",
+    "21146": "Assistant: LECTURE: Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.\nSOLUTION: Step 1: Think about each change.\nBaking cookies is a chemical change. The type of matter in the cookie dough changes when it is baked. The cookie dough turns into cookies!\nRust forming on a metal gate is a chemical change. As the gate rusts, the metal turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBaking is caused by heating. But rust forming on a metal gate is not.\nBoth are caused by cooling.\nNeither change is caused by cooling.\n The answer is D.",
+    "21147": "Assistant: LECTURE: A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n\nSOLUTION: The text argues that there are two types of students: good students who will study the material regardless of whether there is a test, and bad students who won't study the material even for a test. However, these two types of students are not exhaustive. There may be other reasons why good students don't study the material for a test. This illustrates a type of logical fallacy known as a false dichotomy.\n The answer is B.",
+    "21149": "Assistant: SOLUTION: This state is Ohio.\n The answer is A.",
+    "21153": "Assistant: LECTURE: Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same\nSOLUTION: Think about how the distance between the water balloon and the center of Earth changed.\nDale was lower than the balcony. As the water balloon fell toward Dale, the distance between the water balloon and the center of Earth decreased. So, the gravitational potential energy stored between the water balloon and Earth decreased as the water balloon fell toward Dale.\n The answer is A.",
+    "21159": "Assistant: LECTURE: A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins.\nSOLUTION: The sentence is simple. It is a single independent clause.\nJoel took several incredible panoramic photographs of the sweeping view from the top of Table Mountain.\n The answer is A.",
+    "21166": "Assistant: LECTURE: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.\nSOLUTION: Chocolate syrup is a liquid. A liquid takes the shape of any container it is in.\nIf you pour chocolate syrup into a container, the chocolate syrup will take the shape of that container. But the chocolate syrup will still take up the same amount of space.\n The answer is B.",
+    "21189": "Assistant: SOLUTION: This country is Saint Kitts and Nevis.\n The answer is B.",
+    "21191": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is North America.\n The answer is A.",
+    "21192": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is South America.\n The answer is B.",
+    "21195": "Assistant: LECTURE: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.\nSOLUTION: Put the words in alphabetical order.\nSince peach is between the guide words pad - poison, it would be found on that page.\n The answer is B.",
+    "21196": "Assistant: LECTURE: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nSOLUTION: To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Illinois is farthest west.\n The answer is B.",
+    "21199": "Assistant: LECTURE: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nSOLUTION: This continent is Europe.\n The answer is B.",
+    "21200": "Assistant: LECTURE: A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.\nSOLUTION: The bulldozer pushes the loose dirt away from itself. The direction of the push is away from the bulldozer.\n The answer is A.",
+    "21206": "Assistant: LECTURE: A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.\nSOLUTION: This book explains the difference between cattle and buffalo is a complete sentence. The subject is this book, and the verb is explains.\n The answer is B."
+  }
+}
\ No newline at end of file
diff --git a/llava/eval/table/results/test_sqa_llava_lcs_558k_sqa_12e_vicuna_v1_3_13b.json b/llava/eval/table/results/test_sqa_llava_lcs_558k_sqa_12e_vicuna_v1_3_13b.json
new file mode 100644
index 0000000000000000000000000000000000000000..568a381ae2b302f4163eecb87f6cda75734f1ac2
--- /dev/null
+++ b/llava/eval/table/results/test_sqa_llava_lcs_558k_sqa_12e_vicuna_v1_3_13b.json
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+    "4": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses apostrophe, a direct address to an absent person or a nonhuman entity.\nSing, O goddess is a direct address to the goddess Athena, who is not actually present in the room. The answer is B.",
+    "5": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B.",
+    "11": "The colony is New Hampshire.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is B.",
+    "15": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince dozen is between the guide words daddy - definition, it would be found on that page. The answer is B.",
+    "22": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince stockade is between the guide words shot - suit, it would be found on that page. The answer is B.",
+    "23": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the lichen.\nThe only arrow pointing to the mushroom starts from the coral fungus. The only arrow pointing to the coral fungus starts from the lichen. The answer is A.",
+    "26": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to bake lasagna in the oven is 33 minutes.\n33 hours is too slow. The answer is A.",
+    "27": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nGenuine imitation is a contradiction, because genuine means real, and imitation means fake or synthetic. The answer is B.",
+    "29": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nCompost forms from the remains of plants and animals, such as vegetable scraps and egg shells. Compost rotting is a chemical change. As the compost rots, it breaks down and turns into a different type of matter.\nA piece of apple turning brown is a chemical change. The apple reacts with oxygen in the air and turns into a different type of matter.\nIf you scrape off the brown layer of the apple, the inside is still white. The inside hasn't touched the air. So the chemical change didn't happen to that part of the apple.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D.",
+    "42": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with a woolly fleece or a hairy fleece, consider whether each phenotype is the dominant or recessive allele's version of the fleece type trait. The question tells you that the F allele, which is for a hairy fleece, is dominant over the f allele, which is for a woolly fleece.\nA woolly fleece is the recessive allele's version of the fleece type trait. A sheep with the recessive version of the fleece type trait must have only recessive alleles for the fleece type gene. So, offspring with a woolly fleece must have the genotype ff.\nThere is 1 box in the Punnett square with the genotype ff. This box is highlighted below.\nA hairy fleece is the dominant allele's version of the fleece type trait. A sheep with the dominant version of the fleece type trait must have at least one dominant allele for the fleece type gene. So, offspring with a hairy fleece must have the genotype FF or Ff.\nThere are 3 boxes in the Punnett square with the genotype FF or Ff. These boxes are highlighted below.\nSo, the expected ratio of offspring with a woolly fleece to offspring with a hairy fleece is 1:3. This means that, on average, this cross will produce 1 offspring with a woolly fleece for every 3 offspring with a hairy fleece. The answer is D.",
+    "46": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nAn opaque object does not let light through. All three objects are opaque.\nA slippery object is hard to hold onto or stand on. The ball of wet clay is slippery, but the crown is not.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The crown is shiny, but the ball of wet clay and the car bumper are not.\nThe property that all three objects have in common is opaque. The answer is C.",
+    "47": "People believed that World War I would be over quickly.\nThe war started in 1914 and lasted until 1918. It was one of the longest wars in history. The answer is D.",
+    "51": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A.",
+    "61": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is B.",
+    "62": "Cheyenne is the capital of Wyoming. The answer is D.",
+    "78": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that Jupiter is the largest planet and that Jupiter is made mainly of gas. So, the largest planet is made mainly of gas. The answer is B.",
+    "85": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.\nThe copepod has an arrow pointing to it from the golden algae. The golden algae is a producer, so the copepod is a primary consumer.\nThe black crappie has arrows pointing to it from the water flea and the rotifer. The water flea and the rotifer are producers, so the black crappie is a primary consumer.\nThe bacteria do not have any arrows pointing to them. So, the bacteria are not primary consumers.\nThe green algae does not have any arrows pointing to it. So, the green algae is not a primary consumer. The answer is B.",
+    "86": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1. The answer is A.",
+    "87": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the Daintree rain forest has year-round rain. It also has soil that is poor in nutrients. The answer is A.",
+    "92": "Dover is the capital of Delaware. The answer is C.",
+    "93": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait. The answer is A.",
+    "95": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Maine is farthest north. The answer is A.",
+    "96": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince itch is between the guide words imitate - iron, it would be found on that page. The answer is A.",
+    "111": "Greta wanted broccoli in her lunch and Allie was hoping for tomatoes. Look at the labeled part of the images.\nGreta has tomatoes. Allie has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is D.",
+    "121": "Denver is the capital of Colorado. The answer is D.",
+    "126": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince streak is not between the guide words serpent - skirt, it would not be found on that page. The answer is B.",
+    "128": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nButter melting on a hot day is a change of state. So, it is a physical change. The butter changes from solid to liquid, but it is still made of the same type of matter.\nMixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nButter melting on a hot day is caused by heating. But mixing sand and water is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B.",
+    "133": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. An oak tree is a plant. It can have thick branches.\nAcorns grow on oak trees. Acorns are small nuts with a seed inside.\nAn orca is an animal. It swims in the ocean.\nOrcas are also known as killer whales. Orcas live in groups called pods. The answer is A.",
+    "139": "Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. A prudent leader has a more positive connotation. Prudent and cowardly are not close in meaning. A prudent leader is a careful leader. The answer is B.",
+    "140": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Asia. The answer is D.",
+    "142": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince bruise is not between the guide words blush - buffalo, it would not be found on that page. The answer is A.",
+    "145": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the air on a cold, rainy day is 45\u00b0F.\n45\u00b0C is too hot. The answer is B.",
+    "149": "Reptiles have scaly, waterproof skin. Most reptiles live on land. A Chinese alligator is a reptile. It has scaly, waterproof skin.\nAlligators live in and around water. They can live near ponds, rivers, marshes, and lakes.\nA California toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA grass frog is an amphibian. It has moist skin and begins its life in water.\nFrogs live near water or in damp places. Most frogs lay their eggs in water.\nAn eastern newt is an amphibian. It has moist skin and begins its life in water.\nSome newts live in water. Other newts live on land but lay their eggs in water. The answer is A.",
+    "155": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town. The text uses a metaphor, comparing two things that are not actually alike without using like or as.\nThe metaphor all religions, arts, and sciences are branches of the same tree suggests that all religions, arts, and sciences are related. Each branch is different, but they are all part of the same tree. The answer is B.",
+    "156": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "158": "A material is a type of matter. Wood, glass, metal, and plastic are common materials. Look at the picture of the path.\nThe path is made of brick. The answer is B.",
+    "161": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. An ostrich is a bird. It has feathers, two wings, and a beak.\nA cane toad is an amphibian. It has moist skin and begins its life in water. The answer is B.",
+    "163": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds. The words wife and hide rhyme. They both end with the ive sound.\nThe word life does not rhyme. It ends with a different sound. The answer is C.",
+    "167": "A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is \u00b0.\nSome thermometers measure temperature in degrees Fahrenheit (\u00b0F). Fahrenheit is one scale used to measure temperature.\nThis is a tube thermometer. It has a tube filled with a red liquid.\nThere is a Fahrenheit scale along the right side of the tube. The top of the red liquid lines up with the number 80 on the scale. So, the temperature shown by this thermometer is 80\u00b0F. Find the top of the red liquid.\nNow look at the scale to the right. The top of the red liquid lines up with 100. So, the temperature is 100\u00b0F. The answer is A.",
+    "170": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA sticky object can attach or stick to other things. The toothpaste is sticky, but the soccer shorts and the toothbrush are not.\nBlue is a color.\nThis color is blue. All three objects are blue.\nA hard object does not change shape when pressed or squeezed. The soccer shorts and the toothbrush are hard, but the toothpaste is not.\nThe property that all three objects have in common is blue. The answer is A.",
+    "172": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a hiking trail is 4 kilometers.\n4 millimeters, 4 centimeters, and 4 meters are all too short. The answer is C.",
+    "176": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince guess is between the guide words garage - goose, it would be found on that page. The answer is A.",
+    "180": "Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment. The answer is B.",
+    "182": "Jackson is the capital of Mississippi. The answer is B.",
+    "183": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. The pea plant has two alleles for a tall stem (H). So, the plant's genotype for the stem height gene is HH. The answer is A.",
+    "184": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA stretchy object gets longer when you pull on it. The melted marshmallow is not stretchy.\nBlue is a color.\nThis color is blue. The melted marshmallow is not blue. The answer is A.",
+    "188": "According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. Darnel is pushing on the wheelchair. So, Newton's third law tells you that the wheelchair is pushing on Darnel. The answer is A.",
+    "193": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a warm grilled cheese sandwich is 55\u00b0C.\n55\u00b0F is too cold. The answer is B.",
+    "196": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a hiking trail is 5 kilometers.\n5 meters is too short. The answer is B.",
+    "198": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Rafflesia arnoldii is a plant. Plants are made up of many cells. The answer is A.",
+    "209": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with smooth fruit or fuzzy fruit, consider whether each phenotype is the dominant or recessive allele's version of the fruit texture trait. The question tells you that the F allele, which is for smooth fruit, is dominant over the f allele, which is for fuzzy fruit.\nSmooth fruit is the dominant allele's version of the fruit texture trait. A tomato plant with the dominant version of the fruit texture trait must have at least one dominant allele for the fruit texture gene. So, offspring with smooth fruit must have the genotype FF or Ff.\nAll 4 boxes in the Punnett square have the genotype FF or Ff.\nFuzzy fruit is the recessive allele's version of the fruit texture trait. A tomato plant with the recessive version of the fruit texture trait must have only recessive alleles for the fruit texture gene. So, offspring with fuzzy fruit must have the genotype ff.\nThere are 0 boxes in the Punnett square with the genotype ff.\nSo, the expected ratio of offspring with smooth fruit to offspring with fuzzy fruit is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with smooth fruit. This cross is expected to never produce offspring with fuzzy fruit. The answer is D.",
+    "210": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nDry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation.\nDry ice becoming a gas is a physical change. A change of state does not form a different type of matter.\nBurning a marshmallow is a chemical change. The heat from the fire causes the type of matter in the marshmallow to change. The marshmallow becomes black and crispy.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nDry ice sublimating is a physical change. But burning a marshmallow is not.\nBoth are chemical changes.\nBurning a marshmallow is a chemical change. But dry ice sublimating is not.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C.",
+    "214": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. All three meatballs have the same mass but different temperatures. Since the 139\u00b0F meatball is the hottest, it has the most thermal energy. The answer is A.",
+    "230": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A book should be in italics.\nThe correct title is **The Lion and the Mouse**. The answer is A.",
+    "232": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks. This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.\nDust particles around nine nearby stars may have been caused by long-ago collisions between melting comets and asteroids. The answer is B.",
+    "234": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C.",
+    "237": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is A.",
+    "266": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.\nMia is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. The answer is A.",
+    "269": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A bull ant is an insect. Like other insects, a bull ant is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA chinchilla is a mammal. Like other mammals, a chinchilla is a vertebrate. It has a backbone.\nA comet moth is an insect. Like other insects, a comet moth is an invertebrate. It does not have a backbone. It has an exoskeleton.\nLike other tarantulas, a red-kneed tarantula is an invertebrate. It does not have a backbone. It has an exoskeleton. The answer is C.",
+    "271": "Hartford is the capital of Connecticut. The answer is A.",
+    "272": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. The two cherry pies have the same mass but different temperatures. Since the 100\u00b0F pie is hotter than the 85\u00b0F pie, it has more thermal energy. The answer is A.",
+    "275": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, learns. The verb ends in -s and tells you about something that is true or happening now. The answer is B.",
+    "280": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "282": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Indian Ocean. The answer is A.",
+    "286": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statement describes the Yasuni National Park ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has many different types of organisms. The following statements do not describe Yasuni National Park: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has soil that is rich in nutrients. It has mostly small plants. The answer is B.",
+    "288": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nYellow is a color.\nThis color is yellow. None of the objects are yellow.\nA fragile object will break into pieces if you drop it. All three objects are fragile.\nA bouncy object will bounce back from the floor if you drop it. None of the objects are bouncy.\nThe property that all three objects have in common is fragile. The answer is A.",
+    "292": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Jordan wants or needs:\nJordan will give up the chance to look at the magnolia tree. He thinks it would have looked more beautiful than the chrysanthemums. The answer is B.",
+    "293": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is C.",
+    "298": "Words are made up of syllables. Two kinds of syllables are closed and open.\nA closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.\ndesk: short e\nkit / ten: short i / short e\nAn open syllable ends with one vowel. It usually has a long vowel sound.\ngo: long o\nhe / ro: long e / long o\nSome open syllables end with y. The y makes a long e sound or a long i sound.\nsky: long i\nba / by: long a / long e The word me ends with a vowel and has a long vowel sound. So, it has an open syllable. The answer is A.",
+    "301": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A pink-backed pelican's scientific name is Pelecanus rufescens.\nPelecanus rufescens has the same scientific name as a pink-backed pelican. So, these organisms are in the same species.\nBalearica pavonina does not have the same scientific name as a pink-backed pelican. So, Pelecanus rufescens and Balearica pavonina are not in the same species.\nTyto alba does not have the same scientific name as a pink-backed pelican. So, Pelecanus rufescens and Tyto alba are not in the same species. The answer is C.",
+    "305": "Bismarck is the capital of North Dakota. The answer is B.",
+    "315": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked. The text uses an allusion, a brief reference to someone or something well known.\nThe allusion to an ark suggests that Lacey thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds. The answer is B.",
+    "319": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses understatement, which involves deliberately representing something as less serious or important than it really is.\nCast a gloom over the evening is an understatement, since the Grim Reaper has just made a visit. The answer is A.",
+    "324": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "325": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of an eyedropper is 5 milliliters.\n5 liters is too much. The answer is A.",
+    "330": "Boston is the capital of Massachusetts. The answer is C.",
+    "332": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the Arctic wolf.\nThis Arctic wolf has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the short-tailed weasel has white fur covering its body. It is adapted to be camouflaged in the snow.\nThe common hawk-cuckoo has a gray head, a gray-and-brown back, and a white belly with a gray-and-brown pattern. It is not adapted to be camouflaged in the snow. The answer is A.",
+    "333": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Trojan horse is Greek mythology.\nIn Greek mythology, the Greek army tricks the Trojan army into taking a large wooden horse into their carefully guarded city. The horse turns out to be filled with Greek warriors who, once inside the city of Troy, open the gates to the Greek army waiting outside.\nThe allusion Trojan horse means a deceptive or harmful offering. The answer is A.",
+    "337": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A Goliath heron's scientific name is Ardea goliath. The first word of its scientific name is Ardea.\nTigrisoma mexicanum is in the genus Tigrisoma. The first word of its scientific name is Tigrisoma. So, Tigrisoma mexicanum and Ardea goliath are not in the same genus.\nArdea herodias is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea herodias and Ardea goliath are in the same genus.\nFalco sparverius is in the genus Falco. The first word of its scientific name is Falco. So, Falco sparverius and Ardea goliath are not in the same genus. The answer is B.",
+    "338": "This country is Saint Lucia. The answer is C.",
+    "342": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is B.",
+    "345": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The second sentence is the simple sentence. It has one subject and predicate.\nWhen the supervisor arrived at the quarry, six dump trucks were in line at the gate. The answer is B.",
+    "348": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the air on a warm, sunny day is 26\u00b0C.\n26\u00b0F is too cold. The answer is A.",
+    "363": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Bumpy is a property. A bumpy material is covered in lumps and bumps. It is not flat or smooth.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the bark is bumpier. If you could touch this tree bark, it would feel lumpy and bumpy. The answer is A.",
+    "366": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Fromia monilis is an animal. Animal cells cannot make their own food. Animals get their food by digesting other organisms. The answer is B.",
+    "374": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nTambor Beach is located in Costa Rica, a country in Central America. A temperature of 84\u00b0F was measured at Tambor Beach on Friday.\nThe underlined part of the passage tells you about the temperature measured at Tambor Beach on Friday. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A.",
+    "383": "Writers can organize their ideas in different ways. These ways of organizing writing are called text structures. When you can tell how a text is organized, it's easier to understand how the writer's ideas go together. You can also use these text structures to organize your own writing.\n | Text structure | Where you might find it | Words and phrases to look for\nA sequential structure tells you about events that happen in a certain order. | a recipe for how to make a blueberry pie | first, until, second, after, next, then, before, finally, during\nA cause-effect structure shows the causes and the effects, or results, of an event. | an essay about how recycling helps the environment | because, led to, since, as a result, due to, so, reason\nA problem-solution structure explains a problem and offers possible solutions. | an article about ways to get more people to vote | issue, suggest, question, puzzle, fix, answer\nA compare-contrast structure shows how two (or more) things are the same or different. | a chapter about the differences between whales and sharks | like, unlike, too, on the other hand, both, while, same, instead, common, different, as well as, however\nA descriptive structure tells you a list of details about an object, scene, or topic. | a paragraph about what Tyrannosaurus rex looked like| for example, near, for instance beside, such as, most important, also The text uses a cause-effect structure to show the effects of watching too much television. In the text, certain words and phrases help to organize ideas in a cause-effect structure. Notice the words too much, results, and take away. The answer is B.",
+    "387": "This country is Nauru. The answer is D.",
+    "389": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.\nAppeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\ninclude an endorsement from a respected organization, such as the American Dental Association\nfeature a testimonial from a \"real person\" who shares the audience's values\nuse an admired celebrity or athlete as a spokesperson\nAppeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\ncite results of clinical trials or independently conducted studies\nexplain the science behind a product or service\nemphasize that the product is a financially wise choice\nanticipate and refute potential counterclaims\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury The ad appeals to pathos, or emotion, by triggering fear of the discomforts of cold. The answer is B.",
+    "392": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Pablo is capitalized because it is a proper noun. The answer is A.",
+    "402": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the orange oakleaf butterfly.\nThe orange oakleaf butterfly has a brown leaf-shaped body. It is adapted to be camouflaged among dead leaves, which often have a reddish or brownish color. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Surinam horned frog has a brown, leaf-shaped body. It is adapted to be camouflaged among dead leaves, which often have a reddish or brownish color.\nThe strawberry poison frog has bright red skin. It is not adapted to be camouflaged among dead leaves. The answer is B.",
+    "404": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses onomatopoeia, a word that expresses a sound.\nPlop represents the sound of the phone landing in the toilet. The answer is B.",
+    "406": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "415": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A.",
+    "427": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2. The answer is A.",
+    "433": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince nature is between the guide words neither - nuisance, it would be found on that page. The answer is A.",
+    "440": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Achilles's heel is Greek mythology.\nIn Greek mythology, Achilles's mother dips him in a river that protects his body wherever it touches. His heel does not get wet, so it is the one part of his body left unprotected. During the Trojan War, an arrow hits Achilles in the heel and kills him.\nThe allusion Achilles's heel means a sole weakness. The answer is A.",
+    "445": "Olympia is the capital of Washington. The answer is A.",
+    "453": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down. The answer is B.",
+    "456": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. This sentence uses a metaphor:\nThe tired boy was a slow turtle.\nThe words boy and turtle are compared without the word like or as.\nThis sentence uses a simile:\nThe tired boy was as slow as a turtle.\nThe words boy and turtle are compared using the word as. The answer is A.",
+    "457": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses factoid in its traditional sense: something made up presented as a true fact.\nAs a geneticist, Suzie dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.\nThe second text uses factoid in its nontraditional sense: a trivial but true fact.\nAs a geneticist, Suzie enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard. The answer is A.",
+    "460": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses a pun, a word or phrase that humorously suggests more than one meaning.\nImpossible to put down means that the book is so good that it is hard to stop reading. The phrase impossible to put down is also a joke about anti-gravity: if gravity pulls things down, perhaps anti-gravity does the opposite and makes them impossible to put down. The answer is A.",
+    "466": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAs comfortable as a bed of nails shows verbal irony because sitting on nails would not be comfortable. The answer is A.",
+    "469": "There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence is a statement and ends with a period. It is a declarative sentence. The answer is A.",
+    "470": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles. The answer is C.",
+    "509": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Argema mittrei is written in italics. The first word is capitalized, and the second word is not.\nSo, Argema mittrei is the scientific name. The answer is B.",
+    "512": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A.",
+    "515": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA fuzzy object is covered in soft hair. None of the objects are fuzzy.\nA stretchy object gets longer when you pull on it. The track suit is stretchy, but the water slide and the car bumper are not.\nA smooth object is not scratchy or rough. All three objects are smooth.\nThe property that all three objects have in common is smooth. The answer is A.",
+    "517": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Asia. The answer is C.",
+    "519": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. New Hampshire is farthest north. The answer is D.",
+    "522": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nBoth magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is C.",
+    "532": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to go for a walk with a dog is 13 minutes.\n13 seconds is too fast. The answer is B.",
+    "533": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "534": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two drops of honey are made of the same material and have the same mass. So, the drop of honey with more thermal energy has a higher temperature. The answer is B.",
+    "536": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the flamingo.\nLong legs help the flamingo keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Eurasian spoonbill has long, thin legs. Its legs are adapted for wading.\nThe kookaburra has short legs. Its legs are not adapted for wading. The kookaburra uses its legs to walk and perch. The answer is B.",
+    "539": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nThere are usually more days with low air pressure than high air pressure where Martha lives.\nAir pressure is caused by the weight of the air in the atmosphere. When the air pressure is low, the sky is usually cloudy.\nThe passage tells you about the usual pattern of air pressure where Martha lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B.",
+    "541": "Sandstone forms from layers of sand. Sand is a type of sediment. It is found in places like deserts.\nSand is a type of sediment. Sediments are pieces of rock that have been broken down into smaller pieces. Some sediments, such as sand, are deposited in places like riverbeds. Other sediments, such as rocks, are formed when layers of sediment are pressed together to make rock.\nSandstone is a rock that forms from layers of sand. The answer is A.",
+    "543": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds. The words wife and life rhyme. They both end with the ive sound.\nThe word swim does not rhyme. It ends with a different sound. The answer is B.",
+    "550": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Hari's genotype for the coat pattern gene is aa. Hari's genotype of aa has only a alleles. The a allele is for a spotted coat. So, Hari's phenotype for the coat pattern trait must be a spotted coat.\nTo check this answer, consider whether Hari's alleles are dominant or recessive. The allele for a spotted coat (a) is recessive to the allele for a black coat (A). This means A is a dominant allele, and a is a recessive allele.\nHari's genotype of aa has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Hari's phenotype for the coat pattern trait must be a spotted coat. The answer is B.",
+    "552": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Peter Pan is literature.\nIn a J. M. Barrie novel, the character Peter Pan retreats to Neverland and refuses to grow up.\nThe allusion Peter Pan means a person who won't take on adult responsibilities. The answer is A.",
+    "554": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. The two mugs of cocoa have the same mass but different temperatures. Since the 155\u00b0F mug of cocoa is hotter than the 115\u00b0F mug of cocoa, it has more thermal energy. The answer is A.",
+    "557": "A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. To determine if there is a net force on Ken, look at the forces:\nEarth's gravity is pulling Ken down with a force of 400 N.\nThe diving board is pushing Ken up with a force of 400 N.\nThe forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Ken. The answer is B.",
+    "573": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nA million dollars is an exaggeration, since it is unlikely that a laptop could possibly cost a million dollars. The answer is B.",
+    "576": "A force is a push or a pull that acts on an object. Each force acts on an object in a certain direction. If two forces act on an object in opposite directions, they are called opposing forces. Find the direction Rusty pulls on the toy.\nTwo dogs, Rusty and Coco, play with a toy. Think about two of the forces that act on the toy:\nCoco pulls toward herself.\nRusty pulls away from Coco.\nThe text tells you that Rusty pulls away from Coco. The opposite direction is toward Coco. So, the direction of the opposing force is toward Coco. The answer is B.",
+    "577": "Honolulu is the capital of Hawaii. The answer is C.",
+    "584": "Olympia is the capital of Washington. The answer is C.",
+    "593": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a long-distance running race is 18 miles.\n18 inches and 18 yards are both too short. The answer is C.",
+    "595": "A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. Look for the backpack that is heavier.\nA backpack carrying 9 pounds is heavier than a backpack carrying 6 pounds. So, the backpack carrying 9 pounds needs to be pulled with a larger force to start rolling at the same speed as the other backpack. The answer is A.",
+    "600": "Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4 The answer is A.",
+    "603": "Oklahoma City is the capital of Oklahoma. The answer is B.",
+    "605": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "612": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the article.\nAbby was surprised when the article said that at least one-third of American adults get less than seven hours of sleep each night. The answer is B.",
+    "614": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince radio is between the guide words rescue - road, it would be found on that page. The answer is A.",
+    "616": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Most humans can hear many different sounds. Hearing is an inherited trait.\nChildren do not need to learn how to hear. They are born knowing how to hear. The answer is A.",
+    "617": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a pot of boiling water is 100\u00b0C.\n100\u00b0F is too hot. The answer is B.",
+    "621": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that increased park funding was responsible for an increase in littering. However, even though littering increased after funding to parks was increased, that doesn't necessarily mean that the funding was responsible. This illustrates a type of logical fallacy known as false causation. The answer is A.",
+    "627": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether hydrogen is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of hydrogen is composed of one hydrogen atom. So, hydrogen is an elementary substance. The answer is A.",
+    "632": "The colony is South Carolina. The answer is B.",
+    "640": "Topeka is the capital of Kansas. The answer is C.",
+    "641": "When a person's body is damaged, the body can often heal itself. But sometimes, disease or injury can cause damage that is too severe to heal. When a limb is too severely damaged to heal, it may need to be amputated, or removed.\nFor example, a doctor can treat an infected limb with medicine. But if the infection does not go away, it can spread to the rest of the person's body. To stop the infection from spreading, the infected limb may need to be amputated.\nIn other cases, when a limb is badly injured, the skin, bones, muscles, and nerves may be severely damaged. If the damaged tissue cannot heal, it may die. The severely damaged or dead tissue then needs to be amputated.\nAfter an accident, the limb is too badly injured to heal.\nThe limb has healed from a serious disease. The answer is A.",
+    "645": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is B.",
+    "667": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "670": "Carson City is the capital of Nevada. The answer is C.",
+    "671": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses a pun, a word or phrase that humorously suggests more than one meaning.\nCouldn't find the time means couldn't find his missing watch. The answer is B.",
+    "674": "The colony is Maryland. The answer is B.",
+    "686": "Santa Fe is the capital of New Mexico. The answer is B.",
+    "689": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nNever say never at first appears to be contradictory: by saying the phrase itself, you have already said never. However, it contains some truth: people often change their minds as they age and so should not rule anything out by saying never. The answer is A.",
+    "691": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is South America. The answer is C.",
+    "693": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is A.",
+    "694": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the air on a cold, snowy day is 22\u00b0F.\n22\u00b0C is too hot. The answer is A.",
+    "730": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the chimpanzee.\nThe chimpanzee uses its long limbs to reach branches while climbing. It uses its fingers and toes to grab the branches.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe three-toed sloth has long limbs with fingers and toes. Its limbs are adapted for climbing trees.\nThe sea turtle has flippers. Its limbs are not adapted for climbing trees. The sea turtle uses its flippers to swim underwater. The answer is A.",
+    "734": "When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.\nThis table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.\nType of symbiotic relationship | Organism of one species... | Organism of the other species...\nCommensal | benefits | is not significantly affected\nMutualistic | benefits | benefits\nParasitic | benefits | is harmed (but not usually killed) When a rat tapeworm attaches itself to a rat's intestine, the tapeworm gets a safe place to live and grow. So, the tapeworm benefits from its relationship with the rat.\nThe rat is weakened by the tapeworm's attachment. So, the rat is harmed by its relationship with the tapeworm.\nSince the tapeworm benefits and the rat is harmed, a parasitic relationship is formed when a rat tapeworm attaches itself to a rat's intestine. The answer is A.",
+    "739": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. The two blocks of iron have the same mass but different temperatures. Since the 135\u00b0C block is hotter than the 110\u00b0C block, it has more thermal energy. The answer is A.",
+    "741": "Sacramento is the capital of California. The answer is B.",
+    "751": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nPotato chips have a salty taste. The wet glue is not salty.\nA sticky object can attach or stick to other things. All three objects are sticky.\nA scratchy object is rough and itchy against your skin. The wet glue is not scratchy.\nThe property that all three objects have in common is sticky. The answer is C.",
+    "752": "A food web is a model.\nModels can make things in nature easier to understand. Models can be simpler than the things they represent. A food web is a model that shows where living things in an ecosystem get their food. If a food web showed every living thing in an ecosystem, the food web would be hard to understand. So, each food web shows how some living things in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one living thing to another. Each arrow shows the direction that matter moves when one living thing eats another living thing. An arrow starts from the living thing that is eaten. The arrow points to the living thing that is doing the eating.\nA living thing in a food web can have more than one arrow pointing from it. This shows that the living thing is eaten by more than one other living thing in the food web.\nA living thing in a food web can also have more than one arrow pointing to it. This shows that the living thing eats more than one other living thing in the food web. Decomposers help break down dead living things into simpler matter, such as nutrients. These nutrients can then help plants and other living things grow. In a food web, there is an arrow pointing from another living thing to a decomposer. There are no arrows pointing from a decomposer to another living thing.\nThe kelp has arrows pointing from it. So, the kelp is not a decomposer.\nThe bat star does not have arrows pointing from it to other living things. So, the bat star is a decomposer. The answer is B.",
+    "754": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! The properties of marble match the properties of a rock. So, marble is a rock. The answer is A.",
+    "763": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether ethane is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of ethane is composed of eight hydrogen atoms and two carbon atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that ethane is composed of two chemical elements: hydrogen and carbon. Since ethane is composed of multiple chemical elements bonded together, ethane is a compound. The answer is B.",
+    "764": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "769": "Mix doesn't belong.\nStir, chop, and blend all name ways to mix things together. The answer is D.",
+    "781": "Providence is the capital of Rhode Island. The answer is C.",
+    "785": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Gavia immer is written in italics. The first word is capitalized, and the second word is not.\nSo, Gavia immer is the scientific name. The answer is A.",
+    "788": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Oregon is farthest west. The answer is D.",
+    "795": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A.",
+    "814": "People do not have to live with an amputated limb. They can still do many things, including walking, cooking, and even playing sports. The answer is B.",
+    "816": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince pink is between the guide words parrot - property, it would be found on that page. The answer is A.",
+    "824": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses terribly in its traditional sense: in a terrible manner.\nRonald shivered terribly as he gazed at the snow-clad slope. After calming his nerves, he began his descent.\nThe second text uses terribly in its nontraditional sense: extremely; very.\nRonald shivered as he gazed at the terribly steep, snowy slope. After calming his nerves, he began his descent.\nMost style guides recommend to use the traditional sense of the word terribly because it is considered more standard. The answer is A.",
+    "827": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA slippery object is hard to hold onto or stand on. The paper and the glass are not slippery.\nYou can see clearly through a transparent object. None of the objects are transparent.\nYellow is a color.\nThis color is yellow. All three objects are yellow.\nThe property that all three objects have in common is yellow. The answer is C.",
+    "828": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, the following statements describe the Cape Breton Highlands National Park ecosystem: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has long, cold winters and short, cool summers. It has many evergreen trees. The following statement does not describe Cape Breton Highlands National Park: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has soil that is rich in nutrients. The answer is B.",
+    "834": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "840": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince nor is between the guide words nap - neither, it would be found on that page. The answer is B.",
+    "841": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the lichen.\nThe only arrow pointing to the short-tailed weasel starts from the brown lemming. The only arrow pointing to the brown lemming starts from the bilberry. The bilberry does not have any arrows pointing to it. So, in this food web, matter does not move from the lichen to the short-tailed weasel.There is one path matter can take from the lichen to the mushroom: lichen->barren-ground caribou->mushroom. There are two paths matter can take from the lichen to the rough-legged hawk: lichen->barren-ground caribou->rough-legged hawk. lichen->barren-ground caribou->mushroom->rough-legged hawk. brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bilberry and the bear sedge. The bear sedge does not have any arrows pointing to it. So, in this food web, matter does not move from the lichen to the brown lemming.. There is one path matter can take from the lichen to the bilberry: lichen->barren-ground caribou->bilberry. The answer is E.",
+    "843": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is A.",
+    "845": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the word complained. It describes the washing machine as if it were a grumpy, overworked person. The answer is A.",
+    "849": "The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is C.",
+    "851": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Bryant wants or needs:\nBryant will spend more money. Plane tickets for Bryant to get to Connecticut are more expensive than tickets to Iowa. The answer is A.",
+    "856": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun it could refer to her scooter or Mr. McDowell's car.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the scooter.\nWhen Becky parked her scooter next to Mr. McDowell's car, she noticed that the scooter had a flat tire. The answer is B.",
+    "865": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. Look at the picture of the common nighthawk.\nThe common nighthawk has a short, thin beak. Its beak is adapted to catch insects. The common nighthawk uses its beak to grab fast-moving insects while flying.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe barn swallow has a short, thin beak. Its beak is adapted to catch insects.\nThe hanging parrot has a small hooked beak. Its beak is not adapted to catch insects. The hanging parrot uses its beak to eat fruit and seeds. The answer is A.",
+    "868": "Benjamin Franklin was born in 1706. He was born in Boston, Massachusetts.\nAmericans celebrate Benjamin Franklin's birthday on January 17. This is because he was born on January 17, 1706. The answer is D.",
+    "878": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nCrustaceans have the following traits:\nThey have two pairs of antennae.\nThey have an exoskeleton.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA blue crab has the following traits:\nIt has two pairs of antennae.\nIt has an exoskeleton.\nA blue crab has the traits of a crustacean. A blue crab is a crustacean.\nAn earthworm has the following traits:\nIt does not have two pairs of antennae.\nIt does not have an exoskeleton.\nAn earthworm does not have the traits of a crustacean. An earthworm is a roundworm. The answer is B.",
+    "879": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is B.",
+    "880": "Hartford is the capital of Connecticut. The answer is D.",
+    "886": "Columbus is the capital of Ohio. The answer is D.",
+    "888": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "898": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! The properties of dolerite match the properties of a rock. So, dolerite is a rock. The answer is B.",
+    "900": "Evidence is information that tells you something happened.\nHow do you look for evidence of a change to Earth's surface?\nThere are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.\nHere are some examples of what the evidence for different changes might be:\nCause of the change | Evidence of the change\nearthquake | cracks in the ground; houses with broken walls and roofs\nvolcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground\nerosion | a canyon with a river flowing through it; a river carrying sand and mud\nBe careful when you are looking for evidence!\nA picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!\nFor example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.\n The answer is B.",
+    "901": "The United States has a system of government called federalism. This system is based on the idea that the government of the United States is a union of states. Each state has its own government, and the governments of the states work together to form the government of the United States.\nIn the United States, there are two types of government. The national government, or federal government, is responsible for protecting the rights of the people of the United States. The state governments are responsible for dealing with local issues.\nThe national government has a court system called the federal court system. The federal court system works with the state court systems to decide cases that involve federal law.\nThe judicial branch of the United States is made up of the federal court system. The federal court system has many different courts. The highest court in the federal court system is the Supreme Court.\nThe Supreme Court has the final say in deciding which cases the court will hear. The Supreme Court has the final say in deciding which cases are appealed to it. The Supreme Court has the final say in deciding which cases are decided in the federal court system.\nThe answer is B.",
+    "905": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Mia wants or needs:\nMia will give up the chance to wear the costume she is more excited about. The answer is A.",
+    "908": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction although.\nAlthough she left her house early, Cara barely made it to the train station in time. The answer is B.",
+    "909": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A.",
+    "913": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses disinterested in its traditional sense: unbiased or impartial.\nAs a teacher of American history, Mr. McDowell tries to remain disinterested when discussing controversial issues, giving equal attention and consideration to each major viewpoint.\nThe second text uses disinterested in its nontraditional sense: uninterested or indifferent.\nAs an experienced teacher of American history, Mr. McDowell believes that playing history-based trivia games will revive even the most disinterested of students.\nMost style guides recommend to use the traditional sense of the word disinterested because it is considered more standard. The answer is A.",
+    "916": "A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw. The second sentence states a fact.\nFelipe VI is the king of Spain.\nIt can be proved by looking at a picture of the Spanish royal family or by reading a news article about the king.\nThe first sentence states an opinion.\nIt is bad for a country to have a king or queen.\nBad shows what a person believes, thinks, or feels. Another person might have a different opinion about what is bad or not. The answer is B.",
+    "918": "Austen wanted broccoli in his lunch and Naomi was hoping for tomatoes. Look at the labeled part of the images.\nAusten has tomatoes. Naomi has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is B.",
+    "923": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Icarus is Greek mythology.\nIn Greek mythology, Icarus's father Daedalus built wings for his son but warned him not to fly too high. Too excited to heed his father's advice, Icarus flew so close to the sun that his wings melted and he fell from the sky.\nThe allusion Icarus means an overconfident person who ignores his or her limitations. The answer is B.",
+    "926": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is B.",
+    "932": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "936": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nWell-fed is an indirect way of saying overweight. The answer is B.",
+    "945": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Consumers eat other organisms. So, there are arrows in a food web that point from other organisms to consumers.\nThe lichen has arrows pointing to it from the barren-ground caribou and the mushroom. So, the lichen is a consumer.\nThe mushroom has an arrow pointing to it from the lichen. So, the mushroom is a consumer.\nThe grizzly bear has an arrow pointing to it from the bilberry. The bilberry does not have any arrows pointing to it. So, the grizzly bear is not a consumer. The answer is B.",
+    "952": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles. The answer is B.",
+    "953": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. In the story, a giant hid a bag of gold and jewels is a complete sentence. The subject is a giant, and the verb is hid. The answer is A.",
+    "957": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the air inside of a freezer is 15\u00b0F.\n15\u00b0C is too hot. The answer is A.",
+    "962": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Casanova is history.\nThe autobiography of Giovanni Giacomo Casanova, an eighteenth-century Italian adventurer, details and perhaps exaggerates his amorous adventures and success with women.\nThe allusion Casanova means a womanizer. The answer is A.",
+    "964": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "971": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses alliteration, the repetition of sounds at the beginning of nearby words.\nClasps, crooked, close, sun, and lands alliterate. The answer is B.",
+    "973": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that nuclear power plants are a threat to the stability and safety of the world because they use fission. However, the fact that nuclear power plants use fission doesn't necessarily mean that they are a threat. This illustrates a type of logical fallacy known as circular reasoning. The answer is A.",
+    "982": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two basketballs are made of the same material and have the same mass. So, the hotter basketball has more thermal energy. The answer is A.",
+    "991": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A.",
+    "993": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nIt was partly cloudy in the Canary Islands last Tuesday.\nThis passage tells you about the clouds in the Canary Islands on Tuesday. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A.",
+    "1002": "This country is Haiti.\nDoes Haiti have any territorial disputes?\nHaiti claims to own Navassa Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nNavassa Island is also claimed by the United States. The United States claimed the island in 1857 and has controlled it since then. But Haiti considers the island part of its territory and has protested the United States' claim since this time. No one lives on the island. Today, it is a nature preserve. The answer is A.",
+    "1004": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word of is not important, so it should not be capitalized.\nThe correct title is The Adventures of Chuck and Friends. The answer is A.",
+    "1009": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is C.",
+    "1014": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles. The answer is C.",
+    "1029": "The colony is Pennsylvania. The answer is A.",
+    "1041": "Honolulu is the capital of Hawaii. The answer is C.",
+    "1043": "Every living thing needs food to stay alive. Living things get their food in different ways. A food chain shows how living things in an ecosystem get their food.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other living things. Consumers cannot make their own food. In this food chain, the yucca moth is a consumer because it eats another living thing. The yucca moth in this food chain eats the yucca plant. The answer is B.",
+    "1044": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion a rose by any other name is Shakespeare.\nIn Shakespeare's Romeo and Juliet, the two central characters are denied their love because they belong to warring families, the Montagues and Capulets. Juliet wonders how a mere family name can make someone an enemy, observing that a rose would smell sweet no matter what its name.\nThe allusion a rose by any other name means something so special that what it's called seems unimportant. The answer is A.",
+    "1049": "Frankfort is the capital of Kentucky. The answer is B.",
+    "1050": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes\nPolytrichum commune is a plant. Plant cells can make their own food. Plant cells make food using photosynthesis. The answer is A.",
+    "1056": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA slice of banana turning brown is a chemical change. The part of the banana in contact with the air reacts with oxygen and turns into a different type of matter.\nCooking chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nCooking is caused by heating. But a slice of banana turning brown is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B.",
+    "1064": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A woodpecker is a bird. It has feathers, two wings, and a beak.\nWoodpeckers have strong beaks. They use their beaks to drill into wood to hunt for food.\nA brown tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches. The answer is A.",
+    "1079": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C.",
+    "1082": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word in is not important, so it should not be capitalized.\nThe correct title is The Fresno Bee. The answer is A.",
+    "1083": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds. The words job and sob rhyme. They both end with the ob sound.\nThe word bib does not rhyme. It ends with a different sound. The answer is A.",
+    "1088": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that city people are rude, because the speaker went to a city and found that people were rude. However, this isn't necessarily true. The behavior of a few people in a city does not necessarily reflect the behavior of all people in the city. This illustrates a type of logical fallacy known as a hasty generalization. The answer is C.",
+    "1089": "There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence is a statement that shows strong feeling and ends with an exclamation point. It is an exclamatory sentence. The answer is B.",
+    "1093": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "1095": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to play tennis. Instead, some people learn how to play tennis. Playing the sport takes practice. So, playing tennis is an acquired trait. The answer is B.",
+    "1098": "The Sixth Amendment says that all criminal trials must be speedy and public. It also says that anyone accused of a crime has the right to get help from a lawyer. A lawyer is a person trained in the law. If someone cannot afford to hire a lawyer, the government will pay for one. Usually these lawyers are called public defenders. There are more than 15,000 public defenders in the United States. They defend people in millions of criminal cases every year. Part of the text of the Sixth Amendment is below. Notice the phrases \"speedy and public trial\" and \"assistance of counsel.\" Does the text mention any other rules for trials? In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state and district wherein the crime shall have been committed. . .and to have the assistance of counsel for his defense. The answer is C.",
+    "1113": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Blossom's genotype for the coat color gene is ll. Blossom's genotype of ll has only l alleles. The l allele is for a reddish-brown coat. So, Blossom's phenotype for the coat color trait must be a reddish-brown coat.\nTo check this answer, consider whether Blossom's alleles are dominant or recessive. The allele for a black coat (L) is dominant over the allele for a reddish-brown coat (l). This means L is a dominant allele, and l is a recessive allele.\nBlossom's genotype of ll has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Blossom's phenotype for the coat color trait must be a reddish-brown coat. The answer is B.",
+    "1114": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to slide down a slide is 3 seconds.\n3 minutes is too slow. The answer is A.",
+    "1123": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the elementary substance copper.\nIn a space-filling model, the balls represent atoms that are bonded together. The color of a ball represents a specific chemical element. The atomic symbol for that chemical element is shown in the legend. Use the model to determine whether beryllium is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the space-filling model shown above, all of the balls are the same color:\n. The legend shows that green represents the chemical element with the atomic symbol Be. So, the model shows you that beryllium is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that beryllium is composed of only one chemical element. So, beryllium is an elementary substance. The answer is A.",
+    "1128": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. An ivy is a plant. It has star-shaped leaves.\nIvy grows up trees and can climb using its leaves.\nA water buffalo is an animal. It eats plants.\nWater buffalo live near water. They can live near rivers or swamps.\nA hippopotamus is an animal. It eats plants.\nHippopotamuses keep cool in the mud.\nAn alligator is an animal. It eats animals.\nAlligators hunt in the night. They wait in the water and grab their prey with their jaws. The answer is B.",
+    "1131": "There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence is a statement and ends with a period. It is a declarative sentence. The answer is A.",
+    "1134": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a passenger helicopter is 4 tons.\n4 ounces and 4 pounds are both too light. The answer is C.",
+    "1135": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C.",
+    "1137": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A.",
+    "1139": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is B.",
+    "1153": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a kitchen sink is 13 gallons.\n13 fluid ounces and 13 cups are both too little. The answer is A.",
+    "1165": "Boston is the capital of Massachusetts. The answer is B.",
+    "1174": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince come is between the guide words clover - cry, it would be found on that page. The answer is A.",
+    "1179": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses nauseous in its traditional sense: causing disgust or nausea.\nTisha's little brother looked a little sick after eating mounds of candy and then going on the nauseous rides at the state fair.\nThe second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nTisha's little brother looked a little nauseous after eating mounds of candy and then going on the dizzying rides at the state fair.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard. The answer is B.",
+    "1203": "When a scientist identifies a new organism, he or she chooses its scientific name.\nSometimes, an organism is named after the place where it was first found. Other times, an organism is named after the scientist who first identified it. Or, the scientific name might describe the organism's physical traits.\nMany of the words that make up scientific names are based on words from old languages, like Latin and classical Greek. Sometimes, English words are changed to make them sound more like Latin or Greek. The new words are then used in an organism's scientific name. This organism's scientific name refers to P. M. A. Morelet, the French naturalist who first identified the crocodile in 1850.\nThe word moreletii refers to P. M. A. Morelet. So, the Morelet's crocodile's scientific name is Crocodylus moreletii. The answer is A.",
+    "1206": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nOpen secret is a contradiction, because open describes something that is freely or publicly known, and a secret is hidden. The answer is A.",
+    "1208": "A material is a type of matter. Wood, glass, metal, and plastic are common materials. Look at the picture of the flower vase.\nThe flower vase is made of glass.\nGlass is a clear, breakable material. Some clear materials are water and a clear type of plastic. Look around the house for things that are made of glass.\nA glass bottle is a common item. Many people recycle glass bottles.\nThere are also glass bowls and glass plates. The answer is B.",
+    "1211": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "1212": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses overly simple or imprecise language (took, went).\nThe first sentence uses more precise language, so it is more formal overall. The answer is B.",
+    "1221": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A trapdoor spider is an invertebrate. It does not have a backbone. It has an exoskeleton.\nLike other spiders, a trapdoor spider is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA birdwing butterfly is an insect. Like other insects, a birdwing butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA wombat is a mammal. Like other mammals, a wombat is a vertebrate. It has a backbone.\nA forest scorpion is an invertebrate. It does not have a backbone. It has an exoskeleton. The answer is D.",
+    "1222": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is B.",
+    "1223": "Topeka is the capital of Kansas. The answer is D.",
+    "1224": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nAn opaque object does not let light through. All three objects are opaque.\nA fragile object will break into pieces if you drop it. None of the objects are fragile.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The paper notebook is not translucent.\nThe property that all three objects have in common is opaque. The answer is B.",
+    "1226": "Look at the table and images.\nTurner wants broccoli. Mona wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is A.",
+    "1228": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nYou can see clearly through a transparent object. The fish bowl is transparent.\nA stretchy object gets longer when you pull on it. The fish bowl is not stretchy. The answer is B.",
+    "1231": "This country is Australia.\nIs Australia a country or a continent?\nBoth! Australia is a country in Oceania, a region made up of many lands and islands in the Pacific Ocean. Many people say that Australia is the world's smallest continent. But some people call Oceania a continent instead. The answer is B.",
+    "1232": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is C.",
+    "1234": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince slide is between the guide words satisfy - suggest, it would be found on that page. The answer is B.",
+    "1237": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince brilliant is between the guide words bookcase - burden, it would be found on that page. The answer is B.",
+    "1244": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nBlue Nile Falls is in Ethiopia. The winds in this part of Africa usually blow from the southeast.\nThe underlined part of the passage tells you about the usual wind patterns in Ethiopia. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A.",
+    "1247": "A material is a type of matter. Wood, glass, metal, and plastic are common materials. Look at the picture of the egg carton.\nThe egg carton is made of styrofoam.\nStyrofoam is a strong material that keeps the eggs from breaking. The answer is B.",
+    "1251": "Tallahassee is the capital of Florida. The answer is D.",
+    "1252": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Uncle Jim is capitalized because it is a proper noun. The answer is A.",
+    "1253": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "1259": "This country is Tuvalu. The answer is C.",
+    "1268": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a bottle of nail polish is 11 milliliters.\n11 liters is too much. The answer is B.",
+    "1269": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.\nA fuzzy object is covered in soft hair. None of the objects are fuzzy.\nBlue is a color.\nThis color is blue. None of the objects are blue.\nThe property that all three objects have in common is shiny. The answer is A.",
+    "1281": "The colony is Maryland. The answer is A.",
+    "1282": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a cold glass of water is 3\u00b0C.\n3\u00b0F is too cold. The answer is A.",
+    "1286": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA piece of pizza rotting is a chemical change. The matter in the pizza breaks down and slowly turns into a different type of matter.\nBurning a candle is a chemical change. Both the wick and the melted wax burn. They react with oxygen in the air and turn into soot, carbon dioxide, and water.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBurning is caused by heating. But a piece of pizza rotting is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B.",
+    "1289": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Louisiana is farthest east. The answer is B.",
+    "1301": "This country is Cuba.\nDoes Cuba have any territorial disputes?\nCuba claims to own Guantanamo Bay Naval Base, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States controls the area and uses it as a military base and prison. A treaty in 1903 gave the U.S. the right to rent the land from Cuba. But today, Cuba says that it had no choice but to accept the treaty. It wants the United States to leave the area and does not accept the rent money sent by the United States each year. The answer is B.",
+    "1304": "To describe the average temperature trends in Rome, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Mar\" is incorrect.\nChoice \"Apr\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Dec\" is incorrect.\nChoice \"Jan\" is incorrect.\nThe average temperatures in July and August are around 23\u00b0C. These months have the highest average temperatures of all of the months. So, they are the hottest months on average. The answer is B.",
+    "1309": "The colony is Rhode Island. The answer is B.",
+    "1314": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Pygmalion is Greek mythology.\nIn Greek mythology, Pygmalion was a sculptor who fell in love with a woman he had sculpted.\nThe allusion Pygmalion means a person who is overly fond of a particular person. The answer is A.",
+    "1315": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the cougar.\nThe cougar has a large mouth and sharp teeth. Its mouth is adapted to tear through meat. The cougar uses its large mouth to grab its prey. It uses its sharp teeth to cut up the meat of the prey into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe tiger has a large mouth and sharp teeth. Its mouth is adapted to tear through meat.\nThe marmot has a small, narrow mouth. Its mouth is not adapted to tear through meat. The marmot uses its mouth to eat grass and plants. The answer is A.",
+    "1320": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "1326": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid. The water in a sink is a liquid. A liquid takes the shape of any container it is in.\nIf you move the water from a sink into a different container, the water will take the shape of that container. But the water will still take up the same amount of space. The answer is A.",
+    "1338": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Gina must watch reality television, because her sister watches reality television. However, even though Gina's sister watches reality television, that doesn't necessarily mean that Gina does, too. This illustrates a type of logical fallacy known as guilt by association. The answer is B.",
+    "1339": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses literally in its traditional sense: in a factual, non-exaggerated way.\nMia adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally hundreds of years old.\nThe second text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). The bridge is old, but it is not actually a million years old.\nMia adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally a million years old.\nMost style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect. The answer is A.",
+    "1340": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, harm. The verb tells you about something that is going to happen. The answer is B.",
+    "1355": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses an allusion, a brief reference to someone or something well known.\nNeverland alludes to the story of Peter Pan, a boy who lived in Neverland and never grew up. The answer is A.",
+    "1359": "Annapolis is the capital of Maryland. The answer is C.",
+    "1360": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that video games caused an increase in computer science PhDs. However, this isn't necessarily true. The popularity of video games may have contributed to the increase, but there may have been other factors at work. This illustrates a type of logical fallacy known as false causation. The answer is C.",
+    "1370": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A short story should be in quotation marks.\nThe correct title is \"Pigs Is Pigs.\" The answer is B.",
+    "1378": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence tells about something, and it ends with a period. It is a declarative sentence. The answer is A.",
+    "1382": "This country is Palau. The answer is A.",
+    "1387": "Salt Lake City is the capital of Utah. The answer is C.",
+    "1389": "Trenton is the capital of New Jersey. The answer is D.",
+    "1392": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Decomposers help break down dead organisms into simpler matter, such as nutrients. These nutrients can then help plants and other organisms grow. In a food web, there is an arrow pointing from another organism to a decomposer. There are no arrows pointing from a decomposer to another organism.\nThe green algae does not have arrows pointing from it to other organisms. So, the green algae is a decomposer.\nThe water mold has arrows pointing from it. So, the water mold is not a decomposer.\nThe golden algae does not have arrows pointing from it to other organisms. So, the golden algae is a decomposer.\nThe rotter has arrows pointing from it. So, the rotter is not a decomposer. The answer is A.",
+    "1395": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. A chameleon is an animal. It walks and climbs.\nChameleons eat insects. They use their long, sticky tongues to catch their prey.\nA giant water lily is a plant. It can grow big flowers.\nGiant water lilies grow in the Amazon river in South America. The answer is B.",
+    "1396": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nReptiles have the following traits:\nThey have scaly, waterproof skin.\nThey make eggs with shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA salmon has the following traits:\nIt makes eggs with no shells.\nIt has fins, not limbs.\nA salmon does not have all of the traits of a reptile. A salmon is a fish.\nA common snapping turtle has the following traits:\nIt has scaly, waterproof skin.\nIt makes eggs with shells.\nA common snapping turtle has the traits of a reptile. A common snapping turtle is a reptile. The answer is A.",
+    "1400": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A North American beaver's scientific name is Castor canadensis. The first word of its scientific name is Castor.\nCastor fiber is in the genus Castor. The first word of its scientific name is Castor. So, Castor fiber and Castor canadensis are in the same genus.\nGoura scheepmakeri is in the genus Goura. The first word of its scientific name is Goura. So, Goura scheepmakeri and Castor canadensis are not in the same genus.\nCervus canadensis and Castor canadensis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Cervus canadensis and Castor canadensis have the same species name within their genus, canadensis. But the first words of their scientific names are different. Cervus canadensis is in the genus Cervus, and Castor canadensis is in the genus Castor. The answer is B.",
+    "1411": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a hot day in the desert is 45\u00b0C.\n45\u00b0F is too cold. The answer is B.",
+    "1412": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the polar bear.\nThe polar bear has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the Arctic hare has white fur covering its body. It is adapted to be camouflaged in the snow.\nThe camel has sand-colored fur covering its skin. It is not adapted to be camouflaged in the snow. The answer is A.",
+    "1421": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A.",
+    "1431": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Atlantic Ocean. The answer is B.",
+    "1445": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B.",
+    "1454": "When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.\nThis table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.\nType of symbiotic relationship | Organism of one species... | Organism of the other species...\nCommensal | benefits | is not significantly affected\nMutualistic | benefits | benefits\nParasitic | benefits | is harmed (but not usually killed) When a bristle worm lives on a white sea urchin, the worm benefits from the spines' protection. So, a commensal relationship is formed. The answer is B.",
+    "1463": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two baked potatoes have the same temperature and are made of the same type of matter. So, the baked potato with more mass has more thermal energy. The answer is A.",
+    "1468": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nFits you well ironically suggests that the cap was too big. The cap was falling over Kinsley's eyes, so it didn't fit her well at all. The answer is B.",
+    "1469": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a hammer is 25 centimeters.\n25 meters is too long. The answer is A.",
+    "1473": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun he could refer to Joe Di Maggio or Willie Mays.\nThe first answer choice shows a possible correction for the vague pronoun reference. He has been replaced with Mays.\nAccording to Rebecca, Willie Mays hit 660 career home runs, although Joe DiMaggio had a higher batting average. She said that Mays is her favorite player. The answer is A.",
+    "1477": "Rocks are made of minerals. Here are some properties of rocks:\nThey are solid.\nThey are formed in nature.\nThey are not made by living things.\nThey are not pure substances. Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.\nLimestone is a rock.\nA brick is made in a factory. But all rocks are formed in nature.\nSo, a brick is not a rock.\nGranodiorite is a rock. The answer is B.",
+    "1491": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "1501": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. He won't get lost I will give him directions is a run-on sentence. It has two sentences that are joined without end punctuation: He won't get lost and I will give him directions. The answer is B.",
+    "1503": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA rough object feels scratchy when you touch it. The rubber duck and the ball of wet clay are not rough.\nYellow is a color.\nThis color is yellow. All three objects are yellow.\nA sticky object can attach or stick to other things. The rubber duck and the ball of wet clay are not sticky.\nThe property that all three objects have in common is yellow. The answer is B.",
+    "1514": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is A.",
+    "1515": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Georgia is farthest east. The answer is A.",
+    "1518": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Carcharodon carcharias is written in italics. The first word is capitalized, and the second word is not.\nSo, Carcharodon carcharias is the scientific name. The answer is A.",
+    "1526": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Christchurch, look at the graph.\nChoice \"Apr\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Aug\" is incorrect.\nMay has an average monthly precipitation of about 70 millimeters. This is higher than in any other month. So, May is the wettest month on average. The answer is C.",
+    "1529": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "1531": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two mugs of cider are made of the same material and have the same mass. So, the mug of cider with less thermal energy has a lower temperature. The answer is A.",
+    "1532": "Reptiles have scaly, waterproof skin. Most reptiles live on land. An olive toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years.\nAn American alligator is a reptile. It has scaly, waterproof skin.\nAlligators live in and around water. They can live near ponds, rivers, marshes, and lakes.\nA western gorilla is a mammal. It has fur and feeds its young milk.\nGorillas live in groups called troops. The largest male in the troop is usually the leader. The answer is C.",
+    "1533": "A pet is an animal.\nA pet lives with people.\nYou have to feed a pet. The answer is A.",
+    "1540": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Ms. Thompson thinks algebra is useless because she would let students take statistics instead. However, Ms. Thompson only claimed that students should be allowed to take statistics instead of algebra. She did not suggest that algebra is a useless subject. This illustrates a type of logical fallacy known as a straw man. The answer is C.",
+    "1550": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is A.",
+    "1551": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is A.",
+    "1558": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude. The answer is A.",
+    "1569": "Denver is the capital of Colorado. The answer is B.",
+    "1571": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert. There is a sentence fragment that does not express a complete thought.\nWe called a taxi for Mr. McClure. Whose car was towed from the no-parking zone in front of the firehouse.\nHere is one way to fix the sentence fragment:\nWe called a taxi for Mr. McClure, whose car was towed from the no-parking zone in front of the firehouse. The answer is A.",
+    "1572": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B.",
+    "1582": "This country is New Zealand. The answer is C.",
+    "1584": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses disinterested in its traditional sense: unbiased or impartial.\nAs a teacher of American history, Mr. Gordon tries to remain disinterested when discussing controversial issues, giving equal attention and consideration to each major viewpoint.\nThe second text uses disinterested in its nontraditional sense: uninterested or indifferent.\nAs an experienced teacher of American history, Mr. Gordon believes that playing history-based trivia games will revive even the most disinterested of students.\nMost style guides recommend to use the traditional sense of the word disinterested because it is considered more standard. The answer is A.",
+    "1586": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Missouri is farthest south. The answer is A.",
+    "1590": "The city is Nashville, Tennessee. Oklahoma City, Miami, and Atlanta are marked with gray circles on the map below. The answer is C.",
+    "1592": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town. The text uses a metaphor, comparing two things that are not actually alike without using like or as.\nThe metaphor the only light in the sea of darkness was the prospect of pursuing a new career suggests that there was a benefit to Zeke's job loss. A light would be beneficial in helping someone escape a dark, difficult-to-navigate situation. Similarly, Zeke's new career was beneficial in helping him escape the emotionally difficult experience of losing his job. The answer is B.",
+    "1598": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C.",
+    "1605": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A poem should be in quotation marks.\nThe correct title is \"The Mountain and the Squirrel.\" The answer is A.",
+    "1606": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince beauty is between the guide words blame - bunk, it would be found on that page. The answer is A.",
+    "1608": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Jasper won the school costume contest, his mom felt proud is a run-on sentence. It has two sentences that are joined by just a comma: Jasper won the school costume contest and His mom felt proud. The answer is B.",
+    "1612": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince shred is between the guide words slate - strong, it would be found on that page. The answer is B.",
+    "1615": "The answer is D.",
+    "1618": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A.",
+    "1621": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBaking cookies is a chemical change. The type of matter in the cookie dough changes when it is baked. The cookie dough turns into cookies!\nWater evaporating from a puddle is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nWater evaporating is a physical change. But baking cookies is not.\nBoth are chemical changes.\nBaking cookies is a chemical change. But water evaporating from a puddle is not.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C.",
+    "1626": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of an ear of corn is 12 ounces.\n12 pounds and 12 tons are both too heavy. The answer is C.",
+    "1628": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the bat star.\nThe only arrow pointing from the sea otter leads to the orca. The only arrow pointing from the orca leads to the sea cucumber. No arrows point from the sea cucumber to any other organisms. So, in this food web, matter does not move from the sea otter to the bat star.\nThe only arrow pointing from the phytoplankton leads to the zooplankton. The only arrow pointing from the zooplankton leads to the plainfin midshipman. No arrows point from the plainfin midshipman to any other organisms. So, in this food web, matter does not move from the phytoplankton to the bat star. There is one path matter can take from the sea cucumber to the bat star: sea cucumber->sea otter->orca->bat star. There is one path matter can take from the zooplankton to the bat star: zooplankton->plainfin midshipman->bat star. The answer is A.",
+    "1632": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince other is not between the guide words occur - oil, it would not be found on that page. The answer is B.",
+    "1633": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "1637": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nOld news is a contradiction, because news is recent information. The answer is B.",
+    "1640": "Sacramento is the capital of California. The answer is A.",
+    "1650": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Laura Ellis is responsible for the decline in student performance and teacher morale. However, even though things declined after Ellis became vice president of the parent-teacher association, that doesn't necessarily mean that she caused the downturn. This illustrates a type of logical fallacy known as false causation. The answer is B.",
+    "1654": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of an eraser is 2 ounces.\n2 pounds and 2 tons are both too heavy. The answer is B.",
+    "1669": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is South America. The answer is C.",
+    "1672": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "1674": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n To decide which four planets are the smallest, look at the volumes and compare the exponents. The volumes of Mercury, Venus, Earth, and Mars have the smallest exponents. So, these four planets are the smallest.\nThese four planets are made mainly of rock. So, of the four smallest planets, none are made mainly of gas. The answer is A.",
+    "1696": "Denver is the capital of Colorado. The answer is A.",
+    "1702": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is A.",
+    "1703": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nErosion caused by wind is a physical change. The wind carries away tiny pieces of rock. But the pieces of rock do not become a different type of matter.\nIce melting in a cup is a change of state. So, it is a physical change. The solid ice becomes liquid, but it is still made of water.\nThe links below will take you to pages that describe each change in more detail.\nErosion caused by wind: <https://www.britannica.com/science/erosion>\nIce melting in a cup: <https://www.britannica.com/science/ice>\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nIce melting is caused by heating. But erosion is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D.",
+    "1708": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a lot on her plate suggests that Scarlett has many responsibilities. If you have a lot on your plate, you are busy with many different obligations. The answer is A.",
+    "1714": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with a normal-sized body or a dwarf body, consider whether each phenotype is the dominant or recessive allele's version of the body size trait. The question tells you that the b allele, which is for a dwarf body, is recessive to the B allele, which is for a normal-sized body.\nA normal-sized body is the dominant allele's version of the body size trait. A rat with the dominant version of the body size trait must have at least one dominant allele for the body size gene. So, offspring with a normal-sized body must have the genotype BB or Bb.\nAll 4 boxes in the Punnett square have the genotype BB or Bb.\nA dwarf body is the recessive allele's version of the body size trait. A rat with the recessive version of the body size trait must have only recessive alleles for the body size gene. So, offspring with a dwarf body must have the genotype bb.\nThere are 0 boxes in the Punnett square with the genotype bb.\nSo, the expected ratio of offspring with a normal-sized body to offspring with a dwarf body is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with a normal-sized body. This cross is expected to never produce offspring with a dwarf body. The answer is B.",
+    "1717": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of an apple is 100 grams.\n100 kilograms is too heavy. The answer is A.",
+    "1719": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A water buffalo is a mammal. It has hair and feeds its young milk.\nWater buffaloes live in Asia. Some people raise water buffaloes for their milk.\nA penguin is a bird. It has feathers, two wings, and a beak.\nPenguins live near water. Penguins cannot fly! They use their wings to swim.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years.\nA poison dart frog is an amphibian. It has moist skin and begins its life in water.\nPoison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous. The answer is C.",
+    "1721": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. The two bottles of water have the same mass but different temperatures. Since the 10\u00b0C bottle of water is colder than the 20\u00b0C bottle of water, it has less thermal energy. The answer is A.",
+    "1723": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town. The text uses a metaphor, comparing two things that are not actually alike without using like or as.\nThe metaphor the only light in the sea of darkness was the prospect of pursuing a new career suggests that there was a benefit to Alvin's job loss. A light would be beneficial in helping someone escape a dark, difficult-to-navigate situation. Similarly, Alvin's new career was beneficial in helping him escape the emotionally difficult experience of losing his job. The answer is A.",
+    "1729": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in past tense. You can tell because it uses a past-tense verb, invited. The verb ends in -ed and tells you about something that has already happened. The answer is A.",
+    "1738": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun it could refer to the memory card or the digital camera.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the card.\nEmma took the memory card out of the digital camera and put the card in her desk drawer. The answer is A.",
+    "1752": "Look at the table and images.\nClara wants broccoli. Harry wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D.",
+    "1757": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion prodigal son is the Bible.\nIn a Biblical parable, the prodigal son irresponsibly spends the inheritance given to him by his father. When he returns home, he expects to be shamed, but his father forgives him.\nThe allusion prodigal son means a person who behaves recklessly but later makes a repentant return. The answer is B.",
+    "1760": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA stretchy object gets longer when you pull on it. The dill pickle is not stretchy.\nA lemon has a sour taste. Both objects are sour.\nThe property that both objects have in common is sour. The answer is A.",
+    "1762": "The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is C.",
+    "1765": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony. The answer is B.",
+    "1769": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, needs. The verb ends in -s and tells you about something that is true or happening now. The answer is B.",
+    "1773": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is A.",
+    "1774": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B.",
+    "1779": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is A.",
+    "1784": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA piece of a pear turning brown is a chemical change. The substances in the pear react with oxygen in the air and turn into a different type of matter.\nAcid rain weathering a marble statue is a chemical change. The acid rain reacts with the outside of the statue and breaks it down into a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is A.",
+    "1803": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2. The answer is C.",
+    "1816": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Omnivores are consumers that eat both producers and other consumers. So, an omnivore has arrows pointing to it from at least one producer and at least one consumer.\nThe silver maple does not have any arrows pointing to it. So, the silver maple is not an omnivore.\nThe gray fox has an arrow pointing to it from the persimmon tree, which is a producer. The gray fox also has an arrow pointing to it from the swallowtail caterpillar, which is a consumer. The gray fox eats a producer and a consumer, so it is an omnivore.\nThe black racer has an arrow pointing to it from the pine vole, which is a consumer. The black racer also has an arrow pointing to it from the persimmon tree, which is a producer. The black racer eats a producer and a consumer, so it is an omnivore.\nThe black bear has an arrow pointing to it from the persimmon tree, which is a producer. The black bear also has arrows pointing to it from the swallowtail caterpillar and the beaver, which are consumers. The black bear eats a producer and consumers, so it is an omnivore.\nThe black bear is an omnivore. It eats both producers and consumers. The answer is D.",
+    "1829": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.\nAfter a parrotfish eats algae-covered coral, the coral travels through the fish's digestive system, and then it is deposited in the reef as white coral sand. The answer is A.",
+    "1848": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nPlants making food is a chemical change. Plants use energy from sunlight to change air and water into food. The food is sugar. Sugar is a different type of matter than air or water.\nMetal turning less shiny over time is called tarnishing. A penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B.",
+    "1857": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nAn opaque object does not let light through. All four objects are opaque.\nA fragile object will break into pieces if you drop it. The ball of wet clay is fragile, but the metal nail, the tin foil, and the bottle are not.\nA smooth object is not scratchy or rough. The tin foil is smooth, but the ball of wet clay is not.\nThe property that all four objects have in common is opaque. The answer is A.",
+    "1874": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is B.",
+    "1878": "An object's velocity describes its speed and its direction.\nAn object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:\nmoving in a straight line at a constant speed, or\nremaining motionless.\nIf an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:\nspeeding up,\nslowing down, or\nchanging direction. The mango is remaining motionless. So, the mango has a constant velocity. The answer is A.",
+    "1879": "Look at the table and images.\nReid wants broccoli. Daniel wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is C.",
+    "1883": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA fragile object will break into pieces if you drop it. The ceramic mug is fragile.\nA flexible object can be folded or bent without breaking easily. The ceramic mug is not flexible. The answer is B.",
+    "1888": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Hampton College is better than Greenpoint University because Hampton College receives more applications. However, the popularity of a school does not necessarily indicate its quality. This illustrates a type of logical fallacy known as the bandwagon fallacy. The answer is C.",
+    "1891": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Circles the date on her wall calendar is a sentence fragment. It is missing a subject. The answer is B.",
+    "1894": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a human front tooth is 14 millimeters.\n14 centimeters, 14 meters, and 14 kilometers are all too long. The answer is B.",
+    "1907": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait. The answer is B.",
+    "1908": "According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. Nicole's foot is pushing on the gas pedal. So, Newton's third law tells you that the gas pedal is pushing on Nicole's foot. The answer is B.",
+    "1914": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "1916": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA lemon has a sour taste. Both objects are sour.\nBlue is a color.\nThis color is blue. The lime is not blue.\nThe property that both objects have in common is sour. The answer is A.",
+    "1921": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Minnie's observable version of the whisker type trait is straight whiskers. So, Minnie's phenotype for the whisker type trait is straight whiskers. The answer is B.",
+    "1926": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "1936": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The sled dog team pulls the sled. The direction of the pull is toward the sled dog team. The answer is B.",
+    "1939": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that all seafood restaurants are overpriced. However, even though one seafood restaurant was overpriced, that doesn't necessarily mean that all seafood restaurants are overpriced. This illustrates a type of logical fallacy known as a hasty generalization. The answer is A.",
+    "1940": "This state is Indiana. The answer is D.",
+    "1941": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince wealthy is between the guide words wand - what, it would be found on that page. The answer is A.",
+    "1948": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring last night's thunderstorm, a flurry of tiny hailstones danced across the roof of our house.\nThe second sentence is the simple sentence. It is a single independent clause.\nDuring last night's thunderstorm, a flurry of tiny hailstones danced across the roof of our house. The answer is C.",
+    "1949": "Humans have invented many ways to use natural resources. We use energy from natural resources in our daily activities, including cooking food, moving objects, and powering machines.\nSome ways of using natural resources for energy add to air pollution, and others do not.\nWood, oil, and coal are examples of natural resources that are fuels. Burning a fuel provides energy. But it also releases chemicals that can be harmful to our health and to the environment. These chemicals add to air pollution.\nSunlight, wind, and water are natural resources that can provide energy. Using energy from the Sun, wind, or water does not burn material. These uses of energy do not release chemicals that add to air pollution. The answer is C.",
+    "1950": "Christianity and Judaism originated in the same region of the world. Both religions began in the Middle East. The answer is B.",
+    "1951": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is South America. The answer is D.",
+    "1952": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. Look at the picture of the scarlet macaw.\nThe scarlet macaw has a thick hooked beak. Its beak is adapted to crack large, hard nuts. The scarlet macaw uses its thick beak to crack the shell of a nut by squeezing it. The hooked shape of the beak can help the bird hold the nut in place while cracking it.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe African gray parrot has a thick hooked beak. Its beak is adapted to crack large, hard nuts.\nThe white-tipped sicklebill has a long, thin, curved beak. Its beak is not adapted to crack large, hard nuts. The white-tipped sicklebill uses its beak to drink nectar out of long flowers. The answer is A.",
+    "1955": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles. The answer is A.",
+    "1974": "The colony is Maryland. The answer is A.",
+    "1976": "Trenton is the capital of New Jersey. The answer is D.",
+    "1977": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a watering can is 24 cups.\n24 fluid ounces is too little and 24 gallons is too much. The answer is A.",
+    "1979": "Santa Fe is the capital of New Mexico. The answer is B.",
+    "1985": "A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. Look for the stroller that is heavier.\nA stroller holding a kid that weighs 27 pounds is heavier than a stroller holding a kid that weighs 26 pounds. So, the stroller holding the kid that weighs 27 pounds needs to be pushed with a larger force to start moving forward at the same speed as the other other stroller. The answer is A.",
+    "2005": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. The answer is C.",
+    "2007": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Sphalerite has all the properties of a mineral. So, sphalerite is a mineral. The answer is B.",
+    "2009": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. All three cups of black tea have the same mass but different temperatures. Since the 154\u00b0F cup of black tea is the coldest, it has the least thermal energy. The answer is B.",
+    "2015": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A Eurasian beaver's scientific name is Castor fiber.\nOvis canadensis does not have the same scientific name as a Eurasian beaver. So, Castor fiber and Ovis canadensis are not in the same species.\nLontra canadensis does not have the same scientific name as a Eurasian beaver. So, Castor fiber and Lontra canadensis are not in the same species.\nCastor fiber has the same scientific name as a Eurasian beaver. So, these organisms are in the same species. The answer is A.",
+    "2018": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun she could refer to Mrs. Chapman or her assistant.\nMrs. Chapman informed her assistant that she had to book a flight to Seoul immediately.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nMrs. Chapman told her assistant to book a flight to Livingston immediately. The answer is A.",
+    "2028": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A snowy owl's scientific name is Bubo scandiacus.\nPelecanus erythrorhynchos does not have the same scientific name as a snowy owl. So, Bubo scandiacus and Pelecanus erythrorhynchos are not in the same species.\nArdea herodias does not have the same scientific name as a snowy owl. So, Bubo scandiacus and Ardea herodias are not in the same species.\nBubo scandiacus has the same scientific name as a snowy owl. So, these organisms are in the same species. The answer is A.",
+    "2037": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nAn opaque object does not let light through. None of the objects are opaque.\nA flexible object can be folded or bent without breaking easily. The glass flask is not flexible.\nYou can see clearly through a transparent object. All three objects are transparent.\nThe property that all three objects have in common is transparent. The answer is B.",
+    "2038": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince wait is between the guide words whoop - wren, it would be found on that page. The answer is A.",
+    "2045": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury The ad appeals to ethos, or character. It notes that the product is recommended by a respected organization. The answer is B.",
+    "2051": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two bananas are made of the same material and have the same mass. So, the banana with less thermal energy has a lower temperature. The answer is A.",
+    "2055": "The colony is Rhode Island. The answer is B.",
+    "2073": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A gray wolf is a mammal. It has fur and feeds its young milk.\nWolves often live in family groups. A wolf mother, father, and their children travel together.\nA keel-billed toucan is a bird. It has feathers, two wings, and a beak.\nToucans have large beaks. A toucan's beak can be half as long as its body. The answer is A.",
+    "2078": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a fish out of water suggests that Luca felt out of place. A fish out of water is someone out of his or her usual, comfortable environment. The answer is A.",
+    "2081": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a cement truck is 20 tons.\n20 ounces and 20 pounds are both too light. The answer is A.",
+    "2095": "The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is B.",
+    "2098": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. Wet paint is a liquid. A liquid takes the shape of any container it is in. If you pour wet paint out of a can, the paint will change shape. But the wet paint will still take up the same amount of space.\nThe air inside a balloon is a gas. A gas expands to fill a space. The air inside a balloon expands to fill all the space in the balloon. If the balloon pops, the air will expand to fill a much larger space.\nA tent is a solid. A solid has a size and shape of its own. A tent keeps its shape, even when you fold it up and put it in a bag. The answer is C.",
+    "2107": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a sofa is 3 meters.\n3 millimeters and 3 centimeters are too short. 3 kilometers is too long. The answer is D.",
+    "2110": "According to the Tenth Amendment, the Constitution lists all of the powers given to the United States government. If the Constitution does not list a power, the United States government does not have that power. The powers not listed in the Constitution are held by the American people and the state governments. The answer is B.",
+    "2122": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince bright is not between the guide words believe - burrow, it would not be found on that page. The answer is B.",
+    "2125": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a lot on her plate suggests that Barbara has many responsibilities. If you have a lot on your plate, you are busy with many different obligations. The answer is A.",
+    "2126": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses ironic in its traditional sense: contrary to what was intended, often in an amusing way. It's ironic because Dale tried to get away from the snow but found himself in a snowstorm regardless.\nLast winter, Dale took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.\nThe second text uses ironic in its nontraditional sense: marked by coincidence. It was a coincidence that Dale's friends were in Florida the week before.\nLast winter, Dale took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.\nMost style guides recommend to avoid using the nontraditional sense of the word ironic because it is generally considered incorrect. The answer is A.",
+    "2129": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is A.",
+    "2138": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Rebecca must watch reality television, because her sister watches reality television. However, even though Rebecca's sister watches reality television, that doesn't necessarily mean that Rebecca does, too. This illustrates a type of logical fallacy known as guilt by association. The answer is A.",
+    "2141": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. When several countries in the Middle East pumped less oil, the number of producers of oil went down. So, the world's overall supply of gasoline went down. The answer is B.",
+    "2147": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is B.",
+    "2148": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. Look at the picture of the Alexandrine parakeet.\nThe Alexandrine parakeet has a thick hooked beak. Its beak is adapted to crack large, hard nuts. The Alexandrine parakeet uses its thick beak to crack the shell of a nut by squeezing it. The hooked shape of the beak can help the bird hold the nut in place while cracking it.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe scarlet macaw has a thick hooked beak. Its beak is adapted to crack large, hard nuts.\nThe bald ibis has a long, thin beak. Its beak is not adapted to crack large, hard nuts. The bald ibis uses its beak to eat insects and worms. The answer is B.",
+    "2149": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Smelly is a property. A smelly material has a strong smell.\nLook at each picture, one at a time. Imagine smelling the material shown in each picture.\nOf the choices, the toothpaste would smell more. Toothpaste has a strong smell. The answer is A.",
+    "2152": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A.",
+    "2158": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is C.",
+    "2163": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is C.",
+    "2165": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2. The answer is C.",
+    "2173": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A.",
+    "2186": "The answer is C.",
+    "2189": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "2194": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a drinking straw is 10 inches.\n10 feet, 10 yards, and 10 miles are all too long. The answer is A.",
+    "2205": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Bert sat down on the rickety old chair, it abruptly collapsed beneath him. The answer is A.",
+    "2210": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is A.",
+    "2221": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert. There is a sentence fragment that does not express a complete thought.\nAt the conclusion of the War of 1812, the youngest general in the army was Winfield Scott. Whose tactical methods and regulations came to define the U.S. Army for most of the nineteenth century.\nHere is one way to fix the sentence fragment:\nAt the conclusion of the War of 1812, the youngest general in the army was Winfield Scott. Whose tactical methods and regulations would come to define the U.S. Army for most of the nineteenth century. The answer is A.",
+    "2224": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Dolly's genotype for the coat graying gene is gg. Dolly's genotype of gg has only g alleles. The g allele is for not having a graying coat. So, Dolly's phenotype for the coat graying trait must be not having a graying coat.\nTo check this answer, consider whether Dolly's alleles are dominant or recessive. The allele for having a graying coat (G) is dominant over the allele for not having a graying coat (g). This means G is a dominant allele, and g is a recessive allele.\nDolly's genotype of gg has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Dolly's phenotype for the coat graying trait must be not having a graying coat. The answer is A.",
+    "2239": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that larger houses keep people alive longer. However, this isn't necessarily true. For instance, larger houses might not make people live longer. Instead, people with larger houses may have more money, which might actually make them live longer. This illustrates a type of logical fallacy known as false causation. The answer is A.",
+    "2244": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. They has been replaced with the antique vases.\nTo show that these tables are reserved, the manager put the antique vases on them. The answer is A.",
+    "2255": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Lacey is intelligent because she's smart. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning. The answer is B.",
+    "2259": "This country is Jamaica. The answer is A.",
+    "2260": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that President Townsend is an effective communicator because he communicates well. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning. The answer is B.",
+    "2269": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction until.\nUncle Kendrick will keep snoring until he rolls over onto his stomach. The answer is A.",
+    "2274": "The colony is New Hampshire.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is C.",
+    "2286": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each vial increased, which means that the thermal energy of each vial increased. So, thermal energy was transferred from the surroundings to each vial. The answer is A.",
+    "2289": "The answer is C.",
+    "2292": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Algernon has two alleles for brown fur (f). So, Algernon's genotype for the fur color gene is ff. The answer is B.",
+    "2297": "To stay alive, animal cells must get water and oxygen. Animal cells also produce carbon dioxide, a waste that must be removed. An animal's respiratory and circulatory systems work together to do these jobs.\nAn animal's respiratory system is made up of organs that work together to bring in oxygen gas from the environment. The respiratory system also removes carbon dioxide gas from the animal's body. Some animals have lungs to exchange oxygen and carbon dioxide with the air. Other animals have gills to exchange oxygen and carbon dioxide with water.\nAn animal's circulatory system is made up of organs that work together to move blood through its body. The heart pumps blood through blood vessels throughout the body. As blood moves through blood vessels, it delivers oxygen, nutrients from food, and water to cells. Blood also absorbs waste, including carbon dioxide. When the blood is pumped into the lungs or gills, it releases carbon dioxide and absorbs oxygen. The circulatory system brings nutrients to cells. When blood is pumped into cells, it delivers nutrients like sugar and oxygen.\nThe circulatory system does not break down food into small pieces. This job is done by the digestive system. After the digestive system breaks down food, blood vessels in the intestines absorb the nutrients from the food. The blood then carries the nutrients to cells throughout the body. The answer is A.",
+    "2307": "The answer is C.",
+    "2308": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. Look at the distance each motorboat moved and the time it took to move that distance. The direction each motorboat moved does not affect its speed.\nNotice that each motorboat moved for 10 hours. The motorboat that moved 150 miles moved the shortest distance in that time. So, that motorboat must have moved at the lowest speed. The answer is B.",
+    "2309": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince tile is between the guide words tarpaulin - transport, it would be found on that page. The answer is B.",
+    "2317": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C.",
+    "2321": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nThe windiest months on Mount Everest are November, December, and January.\nThis passage tells you about the usual wind patterns on Mount Everest. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A.",
+    "2327": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Flexible is a property. A flexible material can be bent without breaking easily.\nLook at each picture, one at a time. Imagine bending the material shown in each picture.\nOf the choices, the wool sweater is more flexible. If you fold wool fabric, it will not break. The answer is B.",
+    "2328": "Harrisburg is the capital of Pennsylvania. The answer is B.",
+    "2332": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is B.",
+    "2343": "Arianna wanted broccoli in her lunch and Clarence was hoping for tomatoes. Look at the labeled part of the images.\nArianna has tomatoes. Clarence has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is B.",
+    "2347": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. The water in a glass is a liquid. A liquid takes the shape of any container it is in.\nIf you pour water from a glass into a different container, the water will take the shape of that container. But the water will still take up the same amount of space. The answer is C.",
+    "2349": "During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? The writer could best improve his or her organization by reordering sentences to keep related ideas together.\nFor example, the writer could move the underlined sentences to follow the seminar and workshop descriptions, so that all of the information about each summer session is in one place.\nI discovered my passion shortly after my freshman year. That summer, at my parents' suggestion, I attended a weeklong seminar sponsored by a local university. Although I was nervous about being the only high school student, I stretched myself and learned a lot. Through the seminar, I mastered the basics of reporting and feature writing. The following summer, I took a creative writing workshop and completed several short stories. In my school's creative writing class this year, I am sharing my stories with others and receiving helpful critiques to improve my craft. The answer is C.",
+    "2355": "Albany is the capital of New York. The answer is D.",
+    "2360": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Bertholletia excelsa is a plant. Plants are made up of many cells. The answer is B.",
+    "2366": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Kiera wants or needs:\nKiera will give up the chance to look at the fir tree. She thinks it would have looked more beautiful than the crocuses. The answer is B.",
+    "2368": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n To decide which planets are larger than Earth, look at the volumes and compare the exponents. Three planets have volumes that are larger than Earth's volume. So, three-quarters of the planets are larger than Earth. The answer is B.",
+    "2369": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to cook. Instead, many people learn how to cook. So, cooking is an acquired trait. The answer is B.",
+    "2372": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the flamboyant cuttlefish.\nThe flamboyant cuttlefish has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the flamboyant cuttlefish is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe opalescent nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators.\nThe lichen katydid has green and white patches on its body. Its skin is not adapted to be a warning sign that wards off predators. The answer is B.",
+    "2380": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Singapore, look at the graph.\nChoice \"Jan\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Sep\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"Nov\" is incorrect.\nChoice \"Dec\" is incorrect.\nNovember, December, and January each have over 200 millimeters of precipitation. The answer is A.",
+    "2382": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! The properties of scoria match the properties of a rock. So, scoria is a rock. The answer is A.",
+    "2383": "Columbus is the capital of Ohio. The answer is B.",
+    "2384": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the gray heron.\nLong legs help the gray heron keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe painted stork has long, thin legs. Its legs are adapted for wading.\nThe common kingfisher has short legs. Its legs are not adapted for wading. The common kingfisher uses its legs to walk and perch. The answer is B.",
+    "2388": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Paula wants or needs:\nPaula will spend more ride tickets on the scorpion than she would have spent on the flying bobsled. The answer is B.",
+    "2391": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is A.",
+    "2392": "According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. The fridge magnet is pulling on the paper clip. So, Newton's third law tells you that the paper clip is pulling on the fridge magnet. The answer is A.",
+    "2395": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Kansas is farthest south. The answer is A.",
+    "2400": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is A.",
+    "2401": "This country is Saint Vincent and the Grenadines. The answer is A.",
+    "2406": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a mustard bottle is 9 fluid ounces.\n9 cups and 9 gallons are both too much. The answer is C.",
+    "2413": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B.",
+    "2418": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence. The answer is B.",
+    "2423": "A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping. The first sentence states a fact.\nLandslides are caused by many factors, including earthquakes, storms, and volcanic eruptions, and they can occur in any U.S. state.\nIt can be proved by looking up information about landslides.\nThe second sentence states an opinion.\nTornadoes are scarier than other natural disasters like earthquakes, hurricanes, and volcanic eruptions.\nScarier shows what a person believes, thinks, or feels. Another person might have a different opinion about which natural disaster is scarier. The answer is A.",
+    "2429": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nBirds have the following traits:\nThey have feathers.\nThey have wings.\nThey have a beak.\nThey make eggs with shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA Galapagos giant tortoise has the following traits:\nIt has scaly, waterproof skin.\nIt makes eggs with shells.\nA Galapagos giant tortoise does not have all of the traits of a bird. A Galapagos giant tortoise is a reptile.\nA common loon has the following traits:\nIt has feathers.\nIt has wings.\nIt has a beak.\nIt makes eggs with shells.\nA common loon has the traits of a bird. A common loon is a bird. The answer is B.",
+    "2432": "Words are made up of syllables. Two kinds of syllables are closed and open.\nA closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.\ndesk: short e\nkit / ten: short i / short e\nAn open syllable ends with one vowel. It usually has a long vowel sound.\ngo: long o\nhe / ro: long e / long o\nSome open syllables end with y. The y makes a long e sound or a long i sound.\nsky: long i\nba / by: long a / long e The word he ends with a vowel and has a long vowel sound. So, it has an open syllable. The answer is B.",
+    "2452": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. From across the room, Uncle Devin's laughter was booming thunder.\nThe words laughter and thunder are compared without the word like or as. So, the sentence uses a metaphor. The answer is B.",
+    "2460": "This country is Papua New Guinea.\nWhy does Papua New Guinea share its island with another country?\nPapua New Guinea takes up the eastern half of the island of New Guinea. The western half is part of Indonesia, an Asian country.\nBeginning in the 17 th century, several countries took control of different parts of the island of New Guinea. By 1922, Australia controlled the entire eastern half of the island, and the Netherlands controlled the western half. In 1963, control over the western half was transferred to Indonesia, which had just gained independence from the Netherlands. Many people in western New Guinea did not want to become part of Indonesia, though, and some people in this area are still fighting to leave Indonesia today. The eastern part gained independence from Australia in 1975 and became Papua New Guinea. The answer is B.",
+    "2473": "Salem is the capital of Oregon. The answer is A.",
+    "2479": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The pliers is pulling the nail. The direction of the pull is toward the pliers. The answer is A.",
+    "2481": "Richmond is the capital of Virginia. The answer is D.",
+    "2486": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, wait. The verb tells you about something that is true or happening now. The answer is B.",
+    "2494": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the ip sound.\nThe words lake and make rhyme. They both end with the ake sound.\nThe words tip and lake don't rhyme. They end with different sounds. The words hope and rope rhyme. They both end with the ope sound.\nThe word nose does not rhyme. It ends with a different sound. The answer is C.",
+    "2499": "Annapolis is the capital of Maryland. The answer is C.",
+    "2500": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the word asleep. It describes the machines as if they were people who were sleeping. The answer is B.",
+    "2502": "Jefferson City is the capital of Missouri. The answer is C.",
+    "2510": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a rowboat is 4 yards.\n4 inches and 4 feet are too short. 4 miles is too long. The answer is C.",
+    "2513": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a parking space is 6 meters.\n6 centimeters is too short. The answer is A.",
+    "2523": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "2531": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nRust forming on a bike frame is a chemical change. Oxygen in the air reacts with iron in the bike frame. The outside of the frame turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.\nA penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is A.",
+    "2538": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude. The answer is B.",
+    "2539": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Ivan wants or needs:\nIvan will give up the chance to be in the Theater Club. He would have had more fun in the Theater Club than in the Photography Club. The answer is A.",
+    "2548": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Gale has two alleles for blue body feathers (b). So, Gale's genotype for the body feather color gene is bb. The answer is A.",
+    "2551": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses onomatopoeia, a word that expresses a sound.\nPlop represents the sound of the phone landing in the toilet. The answer is A.",
+    "2552": "The answer is A.",
+    "2566": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nBoth poles of each magnet line up with both poles of the other magnet. The north pole of each magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is B.",
+    "2569": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Greenville College is better than Springtown University because Greenville College receives more applications. However, the popularity of a school does not necessarily indicate its quality. This illustrates a type of logical fallacy known as the bandwagon fallacy. The answer is B.",
+    "2574": "This country is Fiji. The answer is D.",
+    "2579": "Evidence is information that tells you something happened.\nHow do you look for evidence of a change to Earth's surface?\nThere are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.\nHere are some examples of what the evidence for different changes might be:\nCause of the change | Evidence of the change\nearthquake | cracks in the ground; houses with broken walls and roofs\nvolcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground\nerosion | a canyon with a river flowing through it; a river carrying sand and mud\nBe careful when you are looking for evidence!\nA picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!\nFor example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.\n The answer is A.",
+    "2584": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B.",
+    "2585": "There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence is a statement and ends with a period. It is a declarative sentence. The answer is A.",
+    "2588": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince clever is between the guide words cheese - cover, it would be found on that page. The answer is A.",
+    "2595": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that there are five planets larger than Venus: Earth, Jupiter, Saturn, Uranus, and Neptune. There are eight planets total. Five-eighths is less than three-quarters. So, five-eighths of the planets are larger than Venus. The answer is A.",
+    "2597": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nYouth would be an ideal state if it came a little later in life at first appears to be contradictory, as youth and later in life are opposites. However, it contains some truth: as we get older, we sometimes wish we could turn back the clock and return to a time when we were carefree. The answer is B.",
+    "2604": "Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height. In this experiment, Susan investigated whether adding worms to compost containers affects how well food breaks down. The containers that did not get worms did not get worms. So, they were part of a control group. The answer is A.",
+    "2621": "The cello is a stringed instrument. It has a body shaped like a violin, but the bow is held between the knees. The answer is B.",
+    "2624": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA smooth object is not scratchy or rough. The water pitcher is smooth, but the ice hockey rink is not.\nA flexible object can be folded or bent without breaking easily. The jello is flexible, but the ice hockey rink is not.\nPotato chips have a salty taste. The jello is not salty.\nThe property that all four objects have in common is salty. The answer is B.",
+    "2626": "Denver is the capital of Colorado. The answer is B.",
+    "2634": "An estuary is a place where a river meets the sea. Estuaries have the following features:\ndaily flooding and draining of seawater\nwater that is rich in nutrients\na mix of fresh and salty water\nMany organisms live in estuaries. These organisms must adapt to living in an environment that changes frequently.\nSome organisms that live in estuaries include:\nbirds that eat fish and other birds\nfish that live in both fresh and salt water\nmammals that hunt other mammals\nreptiles that bask in the sun\ninsects that lay their eggs in mud\nEstuaries are also important for human communities. Many people live near estuaries because they provide a rich source of food. The answer is B.",
+    "2638": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. A rubber balloon is a solid. A solid has a size and shape of its own.\nWhen a rubber balloon is inflated, or filled with air, the balloon gets bigger. But the balloon still has a size and shape of its own. The answer is C.",
+    "2644": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n To determine if this statement is true, calculate the value of ten times the volume of Mercury.\nThen compare the result to the volume of Mars. The volume of Mars is 1.63 x 10^11 km^3, which is less than 6.08 x 10^11 km^3. So, the volume of Mars is less than ten times as large as Mercury's. The answer is B.",
+    "2660": "Annapolis is the capital of Maryland. The answer is D.",
+    "2675": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, whisper. The verb tells you about something that is going to happen. The answer is B.",
+    "2677": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Australia. The answer is A.",
+    "2683": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Job is the Bible.\nIn the Bible, Job remains faithful and loyal to God, even after the unjust loss of his possessions, family, and health.\nThe allusion Job means someone who patiently endures adversity. The answer is A.",
+    "2690": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a long-distance running race is 42 kilometers.\n42 millimeters, 42 centimeters, and 42 meters are all too short. The answer is A.",
+    "2699": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.\nQuinn is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. The answer is D.",
+    "2704": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. The answer is A.",
+    "2712": "Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.\nSedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.\nMetamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties. Conglomerate is a sedimentary rock. Like other sedimentary rocks, it forms from layers of sediment.\nSand, mud, and pebbles are all types of sediment. They are deposited in places like riverbeds. Sediments like sand and mud usually build up in layers. Over time, the top layers press down on the bottom layers. Sedimentary rock can form when the bottom layers are pressed together to form rock. The answer is A.",
+    "2715": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nMaking paper from wood is a chemical change. Paper is made by mixing tiny pieces of wood with special chemicals. The wood reacts with the chemicals to form pulp. Wood and pulp are different types of matter.\nRoasting a marshmallow is a chemical change. The type of matter on the outside of the marshmallow changes. As a marshmallow is roasted, it turns brown and crispy.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nRoasting is caused by heating. But making paper from wood is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B.",
+    "2716": "This country is Jamaica. The answer is B.",
+    "2722": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B.",
+    "2725": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, pitch. The verb tells you about something that is going to happen. The answer is C.",
+    "2731": "A pure substance is made of only one type of matter.\nA mixture is made of two or more types of matter mixed together. The answer is A.",
+    "2737": "Janet wanted broccoli in her lunch and Kari was hoping for tomatoes. Look at the labeled part of the images.\nJanet has tomatoes. Kari has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is D.",
+    "2740": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of ecosystems. Here are some ways in which these ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A desert is a type of ecosystem. It has a small amount of rain, dry, thin soil, and many different types of organisms.\nChoice 1 is a desert ecosystem. It is dry and is home to many different types of organisms.\nChoice 2 is a wetland ecosystem. It is covered with water for most of the year. The answer is A.",
+    "2741": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the golden dart frog.\nThe golden dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the golden dart frog is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe lionfish has venomous spines and brightly colored skin. Its skin is adapted to ward off predators.\nThe impala has yellow-brown fur. Its skin is not adapted to be a warning sign that wards off predators. The answer is A.",
+    "2742": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two pieces of rope are made of the same material and have the same mass. So, the hotter piece of rope has more thermal energy. The answer is A.",
+    "2745": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a teakettle is 8 cups.\n8 fluid ounces is too little and 8 gallons is too much. The answer is C.",
+    "2756": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The crayons are not translucent.\nA colorful object has one or more bright colors. The crayons are colorful. The answer is B.",
+    "2758": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nNot exactly a team player is an indirect way of saying that someone doesn't work well with others. The answer is B.",
+    "2759": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA bendable object can be bent without breaking. The soccer shorts are not bendable.\nA bouncy object will bounce back from the floor if you drop it. The soccer shorts are bouncy. The answer is B.",
+    "2760": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Humans are not born knowing how to drive a car. Instead, many people learn how to drive when they are older. So, driving is an acquired trait. The answer is A.",
+    "2763": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B.",
+    "2764": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince police is between the guide words pageant - prevail, it would be found on that page. The answer is B.",
+    "2767": "The Great Depression was the most severe period of economic hardship in the 20th century. It began in 1929 with the stock market crash and lasted for more than a decade.\nDuring the Great Depression, businesses closed, banks failed, and millions of people lost their jobs. The unemployment rate soared to 25 percent.\nThe Great Depression caused a lot of suffering. People lost their homes and had no money to buy food. The federal government did not have much money to help out, either. It took the United States many years to recover from the Great Depression. The answer is B.",
+    "2771": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "2779": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Iago's genotype for the body feather color gene is bb. Iago's genotype of bb has only b alleles. The b allele is for blue body feathers. So, Iago's phenotype for the body feather color trait must be blue body feathers.\nTo check this answer, consider whether Iago's alleles are dominant or recessive. The allele for blue body feathers (b) is recessive to the allele for green body feathers (B). This means B is a dominant allele, and b is a recessive allele.\nIago's genotype of bb has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Iago's phenotype for the body feather color trait must be blue body feathers. The answer is A.",
+    "2783": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "2785": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nMilk going sour is a chemical change. The type of matter in the milk slowly changes. The new matter that is formed gives the milk its sour taste.\nBaking a loaf of bread is a chemical change. The type of matter in the dough changes when it is baked. The dough turns into bread!\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBaking is caused by heating. But milk going sour is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D.",
+    "2788": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is A.",
+    "2789": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is C.",
+    "2790": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the horned viper.\nThe horned viper has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Namaqua chameleon has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert.\nThe fire salamander has brightly colored skin. It is not adapted to be camouflaged in a sandy desert. The answer is A.",
+    "2791": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A.",
+    "2792": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA hard object does not change shape when pressed or squeezed. All three objects are hard.\nA slippery object is hard to hold onto or stand on. The car bumper and the metal bar are not slippery.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The car bumper and the metal bar are not shiny.\nThe property that all three objects have in common is hard. The answer is C.",
+    "2795": "Des Moines is the capital of Iowa. The answer is B.",
+    "2796": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nHavana is the capital of Cuba. The winds there were blowing from the east last weekend.\nThe underlined part of the passage tells you about the wind direction in Havana last weekend. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B.",
+    "2798": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses personification, giving human characteristics to nonhuman things.\nThe brush grabbed at his legs in the dark until one knee of his jeans ripped describes the brush as if it were a person. The answer is A.",
+    "2800": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nDefinite maybe is a contradiction, because definite describes something that is sure, and maybe refers to something that is unsure. The answer is B.",
+    "2814": "A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. To determine if there is a net force on the slice of pizza, look at the forces:\nQuinn is pulling the slice of pizza to the left with a force of 50 N.\nBrad is pulling the slice of pizza to the right with a force of 45 N.\nThe forces are in opposite directions, and the forces have different magnitudes: 50 N and 45 N. This means that the forces are unbalanced, so there is a net force on the slice of pizza. The answer is B.",
+    "2817": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism your services will no longer be required means that the gardener is being fired. The answer is B.",
+    "2822": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nIt is 65\u00b0F in Jackie's backyard.\nThis passage tells you about the temperature in Jackie's backyard right now. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A.",
+    "2827": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince purse is not between the guide words patriot - pleasant, it would not be found on that page. The answer is A.",
+    "2828": "Des Moines is the capital of Iowa. The answer is D.",
+    "2830": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. The prime meridian is the line at 0\u00b0 longitude. It intersects Africa. It does not intersect North America or Asia. The answer is C.",
+    "2839": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony. The answer is C.",
+    "2845": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A reticulated python's scientific name is Python reticulatus.\nSciurus vulgaris does not have the same scientific name as a reticulated python. So, Python reticulatus and Sciurus vulgaris are not in the same species.\nPython bivittatus does not have the same scientific name as a reticulated python. So, Python reticulatus and Python bivittatus are not in the same species.\nPython reticulatus has the same scientific name as a reticulated python. So, these organisms are in the same species. The answer is B.",
+    "2857": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses factoid in its traditional sense: something made up presented as a true fact.\nAs a geneticist, Julie dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.\nThe second text uses factoid in its nontraditional sense: a trivial but true fact.\nAs a geneticist, Julie enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard. The answer is A.",
+    "2870": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each refrigerator increased, which means that the thermal energy of each refrigerator increased. So, thermal energy was transferred from the surroundings to each refrigerator. The answer is B.",
+    "2871": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a sofa is 5 yards.\n5 inches and 5 feet are both too short. The answer is B.",
+    "2876": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. Look at the distance each ship moved and the time it took to move that distance. The direction each ship moved does not affect its speed.\nNotice that each ship moved for 5 hours. The ship that moved 190 kilometers moved the shortest distance in that time. So, that ship must have moved at the lowest speed. The answer is A.",
+    "2877": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2. The answer is C.",
+    "2878": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Asimina triloba is a plant. Plant cells can make their own food. Plant cells make food using photosynthesis. The answer is A.",
+    "2883": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.\nAnn is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. The answer is A.",
+    "2886": "Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment. The answer is A.",
+    "2888": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is C.",
+    "2900": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nIce melting in a cup is a change of state. So, it is a physical change. The solid ice becomes liquid, but it is still made of water.\nDew appearing on grass in the morning is a change of state. So, it is a physical change. Water vapor in the air touches the cool grass and becomes liquid.\nThe water vapor changes state to become dew, but it is still made of water. A different type of matter is not formed.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nIce melting is caused by heating. But dew appearing is not.\nBoth are caused by cooling.\nDew appearing is caused by cooling. But ice melting is not. The answer is C.",
+    "2905": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A movie should be in italics.\nThe correct title is **My Brother the Pig**. The answer is B.",
+    "2908": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nThe Red Sea is a popular place for windsurfing. Wind speeds reached 30 miles per hour there on Thursday.\nThe underlined part of the passage tells you about the wind speed in the Red Sea on Thursday. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B.",
+    "2921": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles. The answer is C.",
+    "2923": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nBoth magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is C.",
+    "2929": "Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. An excuse has a more negative connotation. An excuse is usually not a very good reason. The answer is A.",
+    "2933": "This country is Trinidad and Tobago. The answer is D.",
+    "2936": "Look at the table and images.\nBrandon wants broccoli. Derek wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is A.",
+    "2952": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the word carelessly. It describes the wind as if it were a person who didn't care. The answer is B.",
+    "2956": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The first sentence is less formal. You can tell because it uses overly simple or imprecise language (was, the, a).\nThe second sentence uses more precise language, so it is more formal overall. The answer is A.",
+    "2960": "Look at the table and images.\nConnor wants broccoli. Maura wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is C.",
+    "2969": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is A.",
+    "2971": "Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.\nA line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures. To describe the average temperature trends in Detroit, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Nov\" is incorrect.\nChoice \"Dec\" is incorrect.\nChoice \"Jan\" is incorrect.\nThe average temperatures in January and February are between 25\u00b0F and 30\u00b0F. These months have the lowest average temperatures of all of the months. So, they are the coolest months on average. The answer is A.",
+    "2976": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. The population of Oak Grove fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Oak Grove has gone up. So, the supply of houses for sale probably went up, too. The answer is A.",
+    "2978": "This country is Saint Lucia. The answer is B.",
+    "2983": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles. The answer is C.",
+    "2993": "This state is Michigan. The answer is C.",
+    "2994": "There is a surplus if there is too much for sale at a given price.\nThere is a shortage if there is not enough for sale at a given price.\nSurpluses and shortages usually happen when people who are selling goods or services charge too much or too little.\nWhen the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.\nWhen the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. At the current price, there are too many jars of peanut butter on the shelf. There are 100 jars on the shelf, but only 74 people want to buy a jar.\nSo, there is a surplus of peanut butter. The grocery store will not get any money for the leftover jars. The answer is A.",
+    "3004": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, Catoctin Mountain Park has cold, wet winters. It also has soil that is rich in nutrients. The answer is A.",
+    "3016": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A helmeted iguana is a reptile. It has scaly, waterproof skin.\nIguanas are a type of lizard. Iguanas eat plants and fruit.\nA clownfish is a fish. It lives underwater. It has fins, not limbs.\nClownfish live with animals called anemones. In the image of the clownfish, you can see the green anemone behind the clownfish. The answer is B.",
+    "3020": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A common kestrel's scientific name is Falco tinnunculus. The first word of its scientific name is Falco.\nFalco novaeseelandiae is in the genus Falco. The first word of its scientific name is Falco. So, Falco novaeseelandiae and Falco tinnunculus are in the same genus.\nHaliaeetus pelagicus is in the genus Haliaeetus. The first word of its scientific name is Haliaeetus. So, Haliaeetus pelagicus and Falco tinnunculus are not in the same genus.\nArdea goliath is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea goliath and Falco tinnunculus are not in the same genus. The answer is A.",
+    "3022": "The city is Atlanta, Georgia. New York City, Houston, and Los Angeles are marked with gray circles on the map below. The answer is A.",
+    "3036": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is B.",
+    "3037": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. All three glasses of water have the same mass but different temperatures. Since the 14\u00b0C glass of water is the coldest, it has the least thermal energy. The answer is B.",
+    "3041": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Decomposers help break down dead organisms into simpler matter, such as nutrients. These nutrients can then help plants and other organisms grow. In a food web, there is an arrow pointing from another organism to a decomposer. There are no arrows pointing from a decomposer to another organism.\nThe bat star has arrows pointing from it. So, the bat star is not a decomposer.\nThe sea otter has an arrow pointing from it. So, the sea otter is not a decomposer.\nThe kelp bass has an arrow pointing from it. So, the kelp bass is not a decomposer.\nThe black rockfish does not have arrows pointing from it to other organisms. So, the black rockfish is a decomposer.\nThe plainfin midshipman has an arrow pointing from it. So, the plainfin midshipman is not a decomposer. The answer is C.",
+    "3044": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. The air inside a bubble is a gas. A gas expands to fill a space. The air inside a bubble fills all the space in the bubble. If the bubble pops, the air will expand to fill a much larger space.\nA piece of paper is a solid. You can fold a piece of paper. But it will still have a size and shape of its own.\nRain is a liquid. A liquid takes the shape of any container it is in. If you put rainwater into a bucket, the rainwater will take the shape of the bucket. But the rainwater will still take up the same amount of space.\nThe air outside a bubble is a gas. A gas expands to fill a space. The air outside a bubble expands to fill all the space outside the bubble. The answer is A.",
+    "3056": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode! The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nThe hyperbole dinosaurs were still roaming the Earth suggests that Caleb hasn't cleaned his room in a very long time. He did not actually clean his room millions of years ago when dinosaurs existed. The answer is A.",
+    "3060": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is B.",
+    "3064": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince even is not between the guide words engineer - except, it would not be found on that page. The answer is A.",
+    "3069": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. The answer is A.",
+    "3072": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "3077": "To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.\nThe map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25\u00b0C up to -20\u00b0C. Areas that are the next darkest shade of blue have a temperature from -20\u00b0C up to -15\u00b0C. Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.\n15\u00b0C.\n-24\u00b0C is within this range.\n-4\u00b0C and 3\u00b0C are outside of this range. The answer is A.",
+    "3088": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a hammer is 21 centimeters.\n21 kilometers is too long. The answer is B.",
+    "3089": "This country is Samoa. The answer is D.",
+    "3093": "Saint Paul is the capital of Minnesota. The answer is B.",
+    "3103": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Faustian bargain is literature.\nIn a play by Christopher Marlowe based on the legend of Faust, a man strikes a deal with the devil. Disregarding the long-term consequences of his actions, he sells his soul in exchange for power.\nThe allusion Faustian bargain means a compromise of one's values for personal gain. The answer is B.",
+    "3105": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the rocking chair.\nThe rocking chair is made of two different materials. The seat and back are made of wood, and the rocker is made of metal. The answer is A.",
+    "3107": "Montgomery is the capital of Alabama. The answer is A.",
+    "3109": "When a scientist identifies a new organism, he or she chooses its scientific name.\nSometimes, an organism is named after the place where it was first found. Other times, an organism is named after the scientist who first identified it. Or, the scientific name might describe the organism's physical traits.\nMany of the words that make up scientific names are based on words from old languages, like Latin and classical Greek. Sometimes, English words are changed to make them sound more like Latin or Greek. The new words are then used in an organism's scientific name. This organism's scientific name refers to Georgia O'Keeffe.\nThe word okeeffeae refers to Georgia O'Keeffe. So, this archosaur's scientific name is Effigia okeeffeae. The answer is A.",
+    "3110": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "3113": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "3115": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is C.",
+    "3118": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers. Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe insect fossil is in a deeper layer in the rock sequence than the ginkgo leaf fossil. So, the insect fossil is most likely older than the ginkgo leaf fossil. The answer is B.",
+    "3123": "This state is South Dakota. The answer is A.",
+    "3125": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the bear sedge.\nThe only arrow pointing to the barren-ground caribou starts from the lichen. The lichen does not have any arrows pointing to it. So, in this food web, matter does not move from the bear sedge to the barren-ground caribou.There is one path matter can take from the bear sedge to the Arctic fox: bear sedge->Arctic fox. There are two paths matter can take from the bear sedge to the collared lemming: bear sedge->collared lemming. bear sedge->dwarf shrub->collared lemming. There are three paths matter can take from the bear sedge to the earthworm: bear sedge->Arctic fox->earthworm. bear sedge->dwarf shrub->earthworm. bear sedge->moss->collared lemming->earthworm. The answer is A.",
+    "3132": "Salt Lake City is the capital of Utah. The answer is A.",
+    "3138": "This country is Dominica. The answer is B.",
+    "3141": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that falling asleep with the window open leads to migraines. However, that's not necessarily true. For instance, Rudy may have had a migraine that day for a completely different reason. This illustrates a type of logical fallacy known as false causation. The answer is B.",
+    "3144": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Colorado is farthest south. The answer is A.",
+    "3147": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 8 solute particles on the left side of the membrane and 4 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 6 solute particles on each side of the membrane. There were 2 more solute particles on the right side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left. The answer is A.",
+    "3153": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A.",
+    "3156": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A Christmas tree worm's scientific name is Spirobranchus giganteus.\nNerodia clarkii does not have the same scientific name as a Christmas tree worm. So, Spirobranchus giganteus and Nerodia clarkii are not in the same species.\nSpirobranchus giganteus has the same scientific name as a Christmas tree worm. So, these organisms are in the same species.\nNerodia cyclopion does not have the same scientific name as a Christmas tree worm. So, Spirobranchus giganteus and Nerodia cyclopion are not in the same species. The answer is B.",
+    "3157": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses disinterested in its traditional sense: unbiased or impartial.\nAs a teacher of American history, Mr. Patton tries to remain disinterested when discussing controversial issues, giving equal attention and consideration to each major viewpoint.\nThe second text uses disinterested in its nontraditional sense: uninterested or indifferent.\nAs an experienced teacher of American history, Mr. Patton believes that playing history-based trivia games will revive even the most disinterested of students.\nMost style guides recommend to use the traditional sense of the word disinterested because it is considered more standard. The answer is B.",
+    "3168": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word express is not important, so it should not be capitalized.\nThe correct title is East Bay Express. The answer is B.",
+    "3174": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Colin wants or needs:\nColin will spend more time in the Photography Club than he would have spent in the Theater Club. The answer is B.",
+    "3185": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n An Indian rock python's scientific name is Python molurus.\nLacerta agilis does not have the same scientific name as an Indian rock python. So, Python molurus and Lacerta agilis are not in the same species.\nPython molurus has the same scientific name as an Indian rock python. So, these organisms are in the same species.\nNerodia cyclopion does not have the same scientific name as an Indian rock python. So, Python molurus and Nerodia cyclopion are not in the same species. The answer is A.",
+    "3187": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom the ball is in his court suggests that Richard needs to act next. In tennis, when the ball is in a player's court, it is that person's turn. The answer is A.",
+    "3193": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, the following statement describes the Eastern Siberian Taiga ecosystem: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has long, cold winters and short, cool summers. The following statements do not describe the Eastern Siberian Taiga: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has soil that is rich in nutrients. It has mostly small plants. The answer is C.",
+    "3196": "The Great War was originally called the Great War.\nThe Great War was a global war that lasted from 1914 to 1918. It involved most of the countries of Europe, as well as the United States, Canada, Australia, and other countries.\nThe war started when a Serbian nationalist assassinated an Austrian archduke. This event triggered a series of alliances and declarations of war. The war ended with the defeat of the Central Powers, including Germany, Austria-Hungary, and the Ottoman Empire. The Allies, led by France, Britain, and the United States, emerged victorious.\nThe war was called the Great War because it was the most destructive war up to that time. More than 9 million soldiers and 7 million civilians died in the war. The answer is A.",
+    "3197": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "3203": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Dwayne wants or needs:\nDwayne will spend more ride tickets on the spinning teacups than he would have spent on the scrambler. The answer is B.",
+    "3204": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. The two glasses of apple juice have the same mass but different temperatures. Since the 5\u00b0C glass of apple juice is colder than the 10\u00b0C glass of apple juice, it has less thermal energy. The answer is A.",
+    "3205": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA rough object feels scratchy when you touch it. Both objects are rough.\nA stretchy object gets longer when you pull on it. The pineapple is not stretchy.\nThe property that both objects have in common is rough. The answer is A.",
+    "3210": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds. The words truck and sock rhyme. They both end with the uck sound.\nThe word rock does not rhyme. It ends with a different sound. The answer is C.",
+    "3212": "Some words are alike. They go together in a group.\nRed, blue, and green go together. They are colors.\nMom, dad, grandma, and grandpa go together. They are people in a family. Rain, sun, and snow go together. They are weather words. Time is not a weather word, so it is not like the other words. The answer is A.",
+    "3213": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. The answer is A.",
+    "3215": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C.",
+    "3217": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A tortoise is a reptile. It has scaly, waterproof skin.\nA sea otter is a mammal. It has fur and feeds its young milk. The answer is B.",
+    "3219": "Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.\nSedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.\nMetamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties. Scoria is an igneous rock. Like other igneous rocks, it forms when melted rock cools and hardens.\nMelted rock is a hot, thick liquid. As melted rock cools, solid mineral grains begin to form. When the melted rock becomes solid, it forms igneous rock. The word igneous comes from the Latin word ignis, which means fire. The answer is A.",
+    "3220": "There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence is a statement and ends with a period. It is a declarative sentence. The answer is B.",
+    "3222": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Rita's shoes are the best, because they're made with snakeskin rather than synthetic materials. However, even though the shoes are made from snakes, that doesn't necessarily mean that they are better. This illustrates a type of logical fallacy known as an appeal to nature. The answer is A.",
+    "3229": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. The prime meridian is the line at 0\u00b0 longitude. It intersects Africa. It does not intersect South America or North America. The answer is B.",
+    "3231": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A catfish is a fish. It lives underwater. It has fins, not limbs.\nA common toad is an amphibian. It has moist skin and begins its life in water. The answer is A.",
+    "3233": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA rough object feels scratchy when you touch it. All three objects are rough.\nA stretchy object gets longer when you pull on it. None of the objects are stretchy.\nA bouncy object will bounce back from the floor if you drop it. None of the objects are bouncy.\nThe property that all three objects have in common is rough. The answer is B.",
+    "3243": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Edna is telling the truth because she says she never lies. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning. The answer is A.",
+    "3246": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses overly simple or imprecise language (some things, bring up).\nThe first sentence uses more precise language, so it is more formal overall. The answer is B.",
+    "3247": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. The fog made it hard to see, Dad drove slowly is a run-on sentence. It has two sentences that are joined by just a comma: The fog made it hard to see and Dad drove slowly. The answer is B.",
+    "3255": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles. The answer is B.",
+    "3259": "This country is Tuvalu. The answer is B.",
+    "3284": "Columbus is the capital of Ohio. The answer is B.",
+    "3292": "The city is New Orleans, Louisiana. Charlotte, Houston, and Nashville are marked with gray circles on the map below. The answer is D.",
+    "3305": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince dread is between the guide words dare - disturb, it would be found on that page. The answer is B.",
+    "3311": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, learns. The verb ends in -s and tells you about something that is true or happening now. The answer is A.",
+    "3316": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun they could refer to the Davidsons or their relatives.\nThe Davidsons see their relatives whenever they visit Florida.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nWhenever the Davidsons visit Florida, they see their relatives. The answer is B.",
+    "3318": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, make. The verb tells you about something that is going to happen. The answer is A.",
+    "3323": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to drink a small glass of water is 55 seconds.\n55 hours is too slow. The answer is B.",
+    "3327": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is A.",
+    "3330": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "3336": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is B.",
+    "3337": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. Look at the distance each goose moved and the time it took to move that distance. The direction each goose moved does not affect its speed.\nNotice that each goose moved for 10 hours. The goose that moved 925 kilometers moved the farthest distance in that time. So, that goose must have moved at the highest speed. The answer is B.",
+    "3339": "Raleigh is the capital of North Carolina. The answer is C.",
+    "3345": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds. The words cream and dream rhyme. They both end with the eam sound.\nThe word such does not rhyme. It ends with a different sound. The answer is C.",
+    "3347": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells someone to do something, so it is an imperative sentence. Here, it ends with a period. The answer is C.",
+    "3351": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince linen is between the guide words leather - lying, it would be found on that page. The answer is A.",
+    "3354": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Nairobi, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Apr\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Nairobi gets about the same amount of precipitation each month.\" is incorrect.\nOn average, less precipitation falls between June and October than between November and May.\nChoice \"February is the wettest month of the year.\" is incorrect.\nThe wettest month is the one with the highest average monthly precipitation. April, not February, has the highest average precipitation.\nChoice \"More precipitation falls in April than in August.\" is incorrect.\nApril has a higher average monthly precipitation than August. The answer is B.",
+    "3355": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a cup of hot cocoa is 70\u00b0F.\n70\u00b0C is too hot. The answer is A.",
+    "3377": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of purple particles per milliliter.\nSolution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles. The answer is B.",
+    "3379": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in London, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Nov\" is incorrect.\nJuly has an average monthly precipitation of about 80 millimeters. This is higher than in any other month. So, July has the lowest average precipitation. The answer is A.",
+    "3383": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a pen is 19 centimeters.\n19 kilometers is too long. The answer is A.",
+    "3385": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down. The answer is B.",
+    "3387": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "3395": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "3398": "This country is the Marshall Islands.\nDoes the Marshall Islands have any territorial disputes?\nThe Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States claimed Wake Island in 1899 and has controlled it since then. But the Marshall Islands considers the island part of its territory. It says that its people have traveled to the island to gather food and resources for many years. Today, the island is mainly used by the U.S. Air Force. The answer is C.",
+    "3413": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.\nRuth is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. The answer is B.",
+    "3418": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Maine is farthest east. The answer is C.",
+    "3428": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA colorful object has one or more bright colors. The cracker and the fries are not colorful.\nPotato chips have a salty taste. All three objects are salty.\nA sticky object can attach or stick to other things. The cracker and the fries are not sticky.\nThe property that all three objects have in common is salty. The answer is B.",
+    "3430": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion cry wolf is a fable.\nIn the fable \"The Boy Who Cried Wolf,\" a shepherd boy repeatedly tricks people in his village by falsely claiming that a wolf is coming to eat his flock. When a wolf actually comes and the boy cries for help, nobody believes him or comes to his aid.\nThe allusion cry wolf means to raise a false alarm. The answer is B.",
+    "3431": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.\nI need to shovel this snow, or someone might slip and fall. The answer is B.",
+    "3433": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. You can tell whether sodium iodide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for sodium iodide, NaI, contains two atomic symbols: Na for sodium and I for iodine. So, the formula tells you that sodium iodide is composed of two chemical elements bonded together.\nSince sodium iodide is composed of multiple chemical elements bonded together, sodium iodide is a compound. The answer is B.",
+    "3434": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the bearded dragon.\nThe bearded dragon has a sand-colored body. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe horned viper has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert.\nThe blue poison dart frog has brightly colored skin. It is not adapted to be camouflaged in a sandy desert. The answer is A.",
+    "3436": "Look at the table and images.\nVivian wants broccoli. Jamal wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is A.",
+    "3439": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Europe. The answer is D.",
+    "3442": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Mia must be a reckless driver, because her brother is a reckless driver. However, even though Mia's brother is reckless, that doesn't necessarily mean that Mia is, too. This illustrates a type of logical fallacy known as guilt by association. The answer is A.",
+    "3451": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nSo full I could explode is an exaggeration, since it is clear that the speaker is not actually in danger of exploding. The answer is B.",
+    "3455": "Carson City is the capital of Nevada. The answer is D.",
+    "3468": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Texas is farthest south. The answer is A.",
+    "3472": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Smelly is a property. A smelly material has a strong smell.\nLook at each picture, one at a time. Imagine smelling the material shown in each picture.\nOf the choices, the gasoline would smell more. Gasoline has a strong smell. The answer is B.",
+    "3476": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid. A crown is a solid. A solid has a size and shape of its own.\nA crown keeps its shape, even when you put it on your head. The answer is B.",
+    "3479": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes for an ice cube to melt on a hot sidewalk is 4 minutes.\n4 hours is too slow. The answer is B.",
+    "3481": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A gray tree frog's scientific name is Hyla versicolor. The first word of its scientific name is Hyla.\nAtelopus zeteki is in the genus Atelopus. The first word of its scientific name is Atelopus. So, Atelopus zeteki and Hyla versicolor are not in the same genus.\nHemidactylus turcicus is in the genus Hemidactylus. The first word of its scientific name is Hemidactylus. So, Hemidactylus turcicus and Hyla versicolor are not in the same genus.\nHyla cinerea is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla cinerea and Hyla versicolor are in the same genus. The answer is A.",
+    "3484": "Birds have feathers, two wings, and a beak. An emu is a bird. It has feathers, two wings, and a beak.\nEmus cannot fly, but they can run very fast. They run to avoid predators.\nA box turtle is a reptile. It has scaly, waterproof skin.\nBox turtles can live to be over 100 years old!\nA piranha is a fish. It lives underwater. It has fins, not limbs.\nPiranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal.\nA sea otter is a mammal. It has fur and feeds its young milk.\nSea otters have very thick fur. Their fur keeps them warm in cold water. The answer is B.",
+    "3485": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Deb wants or needs:\nDeb will give up the chance to eat the apple crisp. Deb thinks apple crisp would have tasted better than sunflower seeds will. The answer is B.",
+    "3486": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the kudu.\nThe kudu has long jaws and flat teeth. Its mouth is adapted to eat plant matter. The long jaws can help the kudu reach leaves and shoots. The flat teeth can help it cut and grind up the food into soft pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe spotted deer has long jaws and flat teeth. Its mouth is adapted to eat plant matter.\nThe Nile crocodile has a large mouth and sharp teeth. Its mouth is not adapted to eat plant matter. The Nile crocodile uses its mouth to eat other animals. The answer is A.",
+    "3492": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A.",
+    "3494": "Look at the table and images.\nJanice wants broccoli. Abdul wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is C.",
+    "3495": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude. The answer is C.",
+    "3498": "A pure substance is made of only one type of matter.\nA mixture is made of two or more types of matter mixed together. The answer is A.",
+    "3504": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nWater evaporating from a puddle is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.\nDust settling out of the air is a physical change. As the dust settles, or falls, it might land on furniture or the ground. This separates dust particles from the air, but does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nWater evaporating is caused by heating. But dust settling out of the air is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D.",
+    "3505": "A cnidarian is an invertebrate that has a soft body and is covered in tentacles. A jellyfish is a type of cnidarian. The answer is B.",
+    "3507": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Rover's observable version of the fur length trait is long fur. So, Rover's phenotype for the fur length trait is long fur. The answer is B.",
+    "3514": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "3515": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Aunt Lucy is capitalized because it is a proper noun. The answer is B.",
+    "3518": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is A.",
+    "3523": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nYou can see clearly through a transparent object. The silk tie is not transparent.\nA smooth object is not scratchy or rough. The silk tie is smooth. The answer is B.",
+    "3530": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is B.",
+    "3534": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is A.",
+    "3539": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Casanova is history.\nThe autobiography of Giovanni Giacomo Casanova, an eighteenth-century Italian adventurer, details and perhaps exaggerates his amorous adventures and success with women.\nThe allusion Casanova means a womanizer. The answer is B.",
+    "3541": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude. The answer is D.",
+    "3542": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. We went to Texas we saw an old fort is a run-on sentence. It has two sentences that are joined without end punctuation: We went to Texas and We saw an old fort. The answer is A.",
+    "3544": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA soft object changes shape when pressed or squeezed. None of the objects are soft.\nA fragile object will break into pieces if you drop it. All three objects are fragile.\nA scratchy object is rough and itchy against your skin. None of the objects are scratchy.\nThe property that all three objects have in common is fragile. The answer is B.",
+    "3549": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAs quiet as a jackhammer suggests that the snoring is loud. A jackhammer is not quiet, and neither is Mr. Long's snoring. The answer is B.",
+    "3558": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the word proud. It describes the ancient structure as if it were a person who is proud of his accomplishments. The answer is A.",
+    "3567": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with black fur or brown fur, consider whether each phenotype is the dominant or recessive allele's version of the fur color trait. The question tells you that the f allele, which is for brown fur, is recessive to the F allele, which is for black fur.\nBlack fur is the dominant allele's version of the fur color trait. A rabbit with the dominant version of the fur color trait must have at least one dominant allele for the fur color gene. So, offspring with black fur must have the genotype FF or Ff.\nAll 4 boxes in the Punnett square have the genotype FF or Ff.\nBrown fur is the recessive allele's version of the fur color trait. A rabbit with the recessive version of the fur color trait must have only recessive alleles for the fur color gene. So, offspring with brown fur must have the genotype ff.\nThere are 0 boxes in the Punnett square with the genotype ff.\nSo, the expected ratio of offspring with black fur to offspring with brown fur is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with black fur. This cross is expected to never produce offspring with brown fur. The answer is E.",
+    "3576": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nWater evaporating from a lake is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.\nStretching a rubber band is a physical change. The rubber band gets longer. But it is still made of the same type of matter as before.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nWater evaporating is caused by heating. But stretching a rubber band is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D.",
+    "3583": "This state is Idaho. The answer is A.",
+    "3593": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A blue jay's scientific name is Cyanocitta cristata.\nCyanocitta cristata is in the same genus as Larus michahellis, but they are not in the same species.\nOrganisms in the same species have the same scientific names. Larus michahellis does not have the same scientific name as a blue jay. So, Cyanocitta cristata and Larus michahellis are not in the same species.\nGoura victoria does not have the same scientific name as a blue jay. So, Cyanocitta cristata and Goura victoria are not in the same species.\nCyanocitta cristata has the same scientific name as a blue jay. So, these organisms are in the same species. The answer is A.",
+    "3604": "Augusta is the capital of Maine. The answer is C.",
+    "3609": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A great gray owl's scientific name is Strix nebulosa. The first word of its scientific name is Strix.\nStrix varia is in the genus Strix. The first word of its scientific name is Strix. So, Strix varia and Strix nebulosa are in the same genus.\nCyanea capillata is in the genus Cyanea. The first word of its scientific name is Cyanea. So, Cyanea capillata and Strix nebulosa are not in the same genus.\nNeofelis nebulosa and Strix nebulosa are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Neofelis nebulosa and Strix nebulosa have the same species name within their genus, nebulosa. But the first words of their scientific names are different. Neofelis nebulosa is in the genus Neofelis, and Strix nebulosa is in the genus Strix. The answer is C.",
+    "3611": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence. The answer is B.",
+    "3629": "The answer is C.",
+    "3633": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, teaches. The verb ends in -es and tells you about something that is true or happening now. The answer is C.",
+    "3634": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. Floods destroyed the cough drop factories in Ashland. The number of producers of cough drops went down. So, the supply of cough drops will probably go down. The answer is B.",
+    "3643": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A.",
+    "3650": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Lauren wants or needs:\nLauren will give up the chance to wear the costume she is more excited about. The answer is B.",
+    "3654": "Tallahassee is the capital of Florida. The answer is B.",
+    "3656": "Bill wanted broccoli in his lunch and Anita was hoping for tomatoes. Look at the labeled part of the images.\nBill has tomatoes. Anita has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is C.",
+    "3660": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA fuzzy object is covered in soft hair. All three objects are fuzzy.\nBlue is a color.\nThis color is blue. The socks are blue, but the stuffed dice are not.\nA sticky object can attach or stick to other things. None of the objects are sticky.\nThe property that all three objects have in common is fuzzy. The answer is C.",
+    "3669": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "3679": "Denver is the capital of Colorado. The answer is B.",
+    "3681": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2. The answer is A.",
+    "3682": "The answer is A.",
+    "3683": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A.",
+    "3688": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A.",
+    "3692": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing. In a Venn diagram, each circle shows things that are true for a particular topic. The middle, where the two circles overlap, shows things that are true for both topics. This Venn diagram compares two famous Renaissance artists, Leonardo da Vinci and Michelangelo.\nThe detail Michelangelo created David is in the middle of the diagram. This shows that Leonardo da Vinci did not create David. The detail Leonardo da Vinci was from Florence is in the Michelangelo circle. This shows that Leonardo da Vinci was from Florence. The answer is A.",
+    "3701": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a fish bowl is 3 liters.\n3 milliliters is too little. The answer is A.",
+    "3703": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles. The answer is C.",
+    "3710": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. You can tell whether phosphorus tribromide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for phosphorus tribromide, PBr3, contains two atomic symbols: P for phosphorus and Br for bromine. So, the formula tells you that phosphorus tribromide is composed of two chemical elements bonded together.\nSince phosphorus tribromide is composed of multiple chemical elements bonded together, phosphorus tribromide is a compound. The answer is A.",
+    "3716": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. The fruit fly has two alleles for vestigial wings (n). So, the fly's genotype for the wing type gene is nn. The answer is B.",
+    "3721": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A.",
+    "3727": "Charleston is the capital of West Virginia. The answer is A.",
+    "3733": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.\nWhen matter is a gas, it spreads out to fill a space.\nMany gases are invisible. So, you can\u2019t see them. Air is a gas. A coffee mug is a solid. A solid has a size and shape of its own.\nYou can use a coffee mug as a container for other solid objects. The answer is C.",
+    "3736": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that being socially awkward determines knowledge of workplace safety. This is a personal attack that isn't relevant to Mr. Wells's desire to prevent workplace injuries. This illustrates a type of logical fallacy known as ad hominem. The answer is A.",
+    "3745": "A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers. The pond is in column 3. The answer is C.",
+    "3750": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two bowls of oatmeal are made of the same material and have the same mass. So, the bowl of oatmeal with less thermal energy has a lower temperature. The answer is A.",
+    "3751": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Europe. The answer is C.",
+    "3752": "The answer is C.",
+    "3758": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C.",
+    "3762": "Montpelier is the capital of Vermont. The answer is B.",
+    "3773": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is B.",
+    "3774": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of the Red Sea is 2,240 kilometers.\n2,240 millimeters and 2,240 centimeters are too short. 2,240 meters is too long. The answer is B.",
+    "3775": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A.",
+    "3783": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between the water balloon and the center of Earth changed.\nAlec was lower than the balcony. As the water balloon fell toward Alec, the distance between the water balloon and the center of Earth decreased. So, the gravitational potential energy stored between the water balloon and Earth decreased as the water balloon fell toward Alec. The answer is B.",
+    "3788": "One object can make another object move with a push or a pull.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The baseball player hits the ball with his bat. The bat pushes the ball. The direction of the push is away from the baseball bat. The answer is A.",
+    "3789": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of an adult great white shark is 5 meters.\n5 millimeters and 5 centimeters are too short. 5 kilometers is too long. The answer is B.",
+    "3797": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses terribly in its traditional sense: in a terrible manner.\nCandice decided to make escargots using the small snails from her garden, but she prepared them terribly. Since she'd forgotten to add garlic, the taste was disappointing.\nThe first text uses terribly in its nontraditional sense: extremely; very.\nCandice made escargots using the small snails from her garden. She prepared them according to the recipe but found the chewy texture terribly disappointing.\nMost style guides recommend to use the traditional sense of the word terribly because it is considered more standard. The answer is B.",
+    "3810": "Farms are places where crops or animals are grown. Most farms are located in rural areas. Rural areas are places that are not part of a city or town.\nFarms can be found in rural areas throughout the world. The answer is B.",
+    "3813": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a tennis racket is 55 centimeters.\n55 millimeters is too short. 55 meters and 55 kilometers are too long. The answer is D.",
+    "3815": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles. The answer is C.",
+    "3823": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles. The answer is A.",
+    "3840": "Some words are alike. They go together in a group.\nRed, blue, and green go together. They are colors.\nMom, dad, grandma, and grandpa go together. They are people in a family. Brother, sister, and son go together. They are words for people in a family. Daughter is not a word for a person in a family.\nTeacher is not a word for a person in a family. The answer is B.",
+    "3844": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. Mrs. Robertson is an owl, working at night and sleeping during the day.\nThe words Mrs. Robertson and owl are compared without the word like or as. So, the sentence uses a metaphor. The answer is A.",
+    "3846": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. Look at the distance each car moved and the time it took to move that distance. The direction each car moved does not affect its speed.\nNotice that each car moved for 5 hours. The car that moved 250 miles moved the shortest distance in that time. So, that car must have moved at the lowest speed. The answer is A.",
+    "3848": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince blessing is between the guide words billow - brown, it would be found on that page. The answer is B.",
+    "3852": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked. The text uses an allusion, a brief reference to someone or something well known.\nThe allusion Pyrrhus suggests that the victory came at a great cost. Pyrrhus was an ancient Greek king who won a battle but suffered very heavy losses. The answer is A.",
+    "3860": "Poets often use the sounds of words to create interesting effects and to express moods and emotions. Understanding these elements of poetry can help you better interpret and appreciate poetic forms.\nAnaphora is the repetition of words or sequences of words at the beginning of multiple phrases, sentences, or lines.\nOut of the cradle endlessly rocking,\nOut of the mocking-bird's throat, the musical shuttle,\nOut of the Ninth-month midnight\n\u2014From Walt Whitman, \"Out of the Cradle Endlessly Rocking\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nAssonance is the repetition of vowel sounds. Often, assonance can create rhymes or near-rhymes within lines.\nI wandered lonely as a Cloud\nThat floats on high o'er Vales and Hills,\nWhen all at once I saw a crowd,\nA host of golden Daffodils.\n\u2014From William Wordsworth, \"I Wandered Lonely as a Cloud\"\nMeter is a poem's rhythm, or the pattern of strong and weak syllables. Strong syllables are stressed, while weak syllables are unstressed.\nA poem has an iambic meter when the beat sounds like da-DUM. A weak syllable is followed by a strong syllable. Occasionally, a line may begin with a strong syllable.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nA poem has a trochaic meter when the beat sounds like DUM-da. A strong syllable is followed by a weak syllable. Occasionally, a line may end in a strong syllable.\nBack into the chamber turning, all my soul within me burning,\nSoon again I heard a tapping somewhat louder than before.\n\u2014From Edgar Allen Poe, \"The Raven\"\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Old Bridge\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern. This poem uses anaphora. It repeats the same word or words at the beginning of multiple lines or phrases.\nAnd we shall be dangerous. The answer is A.",
+    "3864": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAs speedy as a snail suggests that the Internet connection was very slow. A snail is not speedy, and neither was Katie's Internet connection. The answer is A.",
+    "3866": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C.",
+    "3869": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Pollyanna is literature.\nThe character Pollyanna, from Eleanor Porter's children's book, is a young girl who finds good in everything and everyone.\nThe allusion Pollyanna means an overly optimistic person. The answer is B.",
+    "3873": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is C.",
+    "3875": "There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence is a statement and ends with a period. It is a declarative sentence. The answer is A.",
+    "3877": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. The prime meridian is the line at 0\u00b0 longitude. It intersects the Atlantic Ocean. It does not intersect the Pacific Ocean or the Indian Ocean. The answer is A.",
+    "3882": "The answer is B.",
+    "3883": "Look at the table and images.\nKiara wants broccoli. Fernando wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is C.",
+    "3885": "Bismarck is the capital of North Dakota. The answer is B.",
+    "3888": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. Look at the distance each ship moved and the time it took to move that distance.\nOne ship moved 245 kilometers in 5 hours.\nThe other ship moved 350 kilometers in 5 hours.\nNotice that each ship spent the same amount of time moving. The ship that moved 245 kilometers moved a shorter distance in that time. So, that ship must have moved at a lower speed. The answer is B.",
+    "3901": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. North Carolina is farthest east. The answer is C.",
+    "3903": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Antarctica. The answer is D.",
+    "3913": "Juneau is the capital of Alaska. The answer is B.",
+    "3914": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees. Look at the picture of the saddle-billed stork.\nThe saddle-billed stork has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. This allows the saddle-billed stork to grab the prey without scaring it away.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe black-headed heron has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still.\nThe northern pintail has a short neck. Its neck is not adapted for hunting prey while keeping the rest of its body still. The answer is B.",
+    "3920": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is A.",
+    "3921": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Delaware is farthest south. The answer is D.",
+    "3925": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nJasmine lives in a windy place.\nThis passage tells you about the usual amount of wind where Jasmine lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B.",
+    "3934": "Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height. In this experiment, Luther investigated whether baking soda can remove crayon from a wall. The sections of wall scrubbed with water only did not get baking soda. So, they were part of a control group. The answer is B.",
+    "3951": "The colony is Georgia. The answer is A.",
+    "3956": "During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? The writer could best improve his or her academic voice by maintaining an objective tone.\nFor example, the writer could replace the underlined text with objective language, such as \"many people,\" \"some towns,\" and \"doing so is unethical.\"\nMany people don't recycle because throwing things away is easier, even though doing so can be damaging to the environment. People are lazy and selfish, always wanting what is good for themselves, not necessarily what is good for society. As a result, many people do not take the steps that are required to recycle different materials. For example, some towns require residents to sort items before leaving them at the curbside; this causes some to skip recycling altogether, even though doing so is unethical. The answer is C.",
+    "3963": "During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? The writer could best improve his or her ideas and development by including more evidence to support the claim.\nFor example, the writer could support the underlined text with examples that show how more and better bike lanes have helped protect cyclists from danger.\nWearing a bicycle helmet is the best way to protect yourself against fatal head injuries. Several studies have shown that riders who wore helmets had a reduction in their risk of head and brain injuries. More and better bike lanes in our cities would help protect cyclists from danger. Children especially benefit from wearing helmets, since they experience the majority of bicycling accidents that cause serious head injuries. The answer is A.",
+    "3964": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A swamp is a type of ecosystem. Swamps have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and only a few types of organisms. So, the Okefenokee Swamp has land that is covered with water during most of the year. It also has soil that is rich in nutrients. The answer is A.",
+    "3965": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A red crowned crane is a bird. It has feathers, two wings, and a beak.\nCranes wade in shallow water to look for food. Cranes eat insects, worms, and plants.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years.\nA brown tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.\nA red kangaroo is a mammal. It has fur and feeds its young milk.\nKangaroos hop to move around. They use their large tails for balance while hopping. The answer is D.",
+    "3968": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Haliaeetus pelagicus is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nHaliaeetus pelagicus is the organism's scientific name. So, you know that Steller's sea eagle is the common name. The answer is A.",
+    "3972": "This country is Saint Vincent and the Grenadines. The answer is A.",
+    "3973": "Chemical changes and physical changes are two ways matter can change.\nIn a chemical change, the type of matter changes.\nBurning a piece of paper is a chemical change. The paper changes into ash and smoke.\nIn a physical change, the type of matter stays the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nIce melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. Cutting your fingernails is a physical change. Your fingernails are shorter after you cut them. But the pieces are still made of the same type of matter as the uncut fingernails. The answer is A.",
+    "3983": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "3988": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA soft object changes shape when pressed or squeezed. The metal bar and the glass bottle are not soft.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The metal bar and the glass bottle are not translucent.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.\nThe property that all three objects have in common is shiny. The answer is A.",
+    "3993": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Peter Pan is literature.\nIn a J. M. Barrie novel, the character Peter Pan retreats to Neverland and refuses to grow up.\nThe allusion Peter Pan means a person who won't take on adult responsibilities. The answer is A.",
+    "3995": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nWhere Desmond lives, winds blowing from the northeast are rare in July.\nThis passage tells you about the usual wind pattern where Desmond lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B.",
+    "4003": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The first train car pulls the second train car. The direction of the pull is toward the first train car. The answer is B.",
+    "4009": "Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?\nFirst, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.\nAfter pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant. Flowers make seeds. After a flower is pollinated, male cells from the pollen combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe fruit can grow around the seeds. But the fruit does not make seeds. Both the fruit and the seeds grow from parts of the flower. The answer is A.",
+    "4015": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince mint is not between the guide words marriage - modest, it would not be found on that page. The answer is A.",
+    "4024": "According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. Miranda's hand is pushing on the door. So, Newton's third law tells you that the door is pushing on Miranda's hand. The answer is B.",
+    "4025": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "4028": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the simple sentence. It is a single independent clause.\nIn ancient times, mustard was used as a medicine for toothaches and insect stings. The answer is A.",
+    "4029": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince roam is not between the guide words reality - rudder, it would not be found on that page. The answer is B.",
+    "4039": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion an albatross around her neck is a poem.\nIn Samuel Taylor Coleridge's poem \"The Rime of the Ancient Mariner,\" a sailor shoots and kills an albatross, an action that curses the ship and crew. As his crew members die, the Ancient Mariner feels his guilt hanging like the albatross around his neck.\nThe allusion an albatross around her neck means a burden a person must bear. The answer is B.",
+    "4040": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is B.",
+    "4048": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A peacock mantis shrimp is a crustacean. Like other crustaceans, a peacock mantis shrimp is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA fire salamander is an amphibian. Like other amphibians, a fire salamander is a vertebrate. It has a backbone.\nA ladybug is an insect. Like other insects, a ladybug is an invertebrate. It does not have a backbone. It has an exoskeleton.\nLike other tarantulas, a metallic tarantula is an invertebrate. It does not have a backbone. It has an exoskeleton. The answer is C.",
+    "4050": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. South Dakota is farthest north. The answer is A.",
+    "4065": "Poets often use the sounds of words to create interesting effects and to express moods and emotions. Understanding these elements of poetry can help you better interpret and appreciate poetic forms.\nAnaphora is the repetition of words or sequences of words at the beginning of multiple phrases, sentences, or lines.\nOut of the cradle endlessly rocking,\nOut of the mocking-bird's throat, the musical shuttle,\nOut of the Ninth-month midnight\n\u2014From Walt Whitman, \"Out of the Cradle Endlessly Rocking\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nAssonance is the repetition of vowel sounds. Often, assonance can create rhymes or near-rhymes within lines.\nI wandered lonely as a Cloud\nThat floats on high o'er Vales and Hills,\nWhen all at once I saw a crowd,\nA host of golden Daffodils.\n\u2014From William Wordsworth, \"I Wandered Lonely as a Cloud\"\nMeter is a poem's rhythm, or the pattern of strong and weak syllables. Strong syllables are stressed, while weak syllables are unstressed.\nA poem has an iambic meter when the beat sounds like da-DUM. A weak syllable is followed by a strong syllable. Occasionally, a line may begin with a strong syllable.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nA poem has a trochaic meter when the beat sounds like DUM-da. A strong syllable is followed by a weak syllable. Occasionally, a line may end in a strong syllable.\nBack into the chamber turning, all my soul within me burning,\nSoon again I heard a tapping somewhat louder than before.\n\u2014From Edgar Allen Poe, \"The Raven\"\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Old Bridge\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern. This poem uses onomatopoeia. It uses language that sounds like what it talks about.\nChariots rumbling; horses neighing;\nSoldiers shouting martial cries;\nDrums are sounding; trumpets braying;\nSeas of glittering spears arise.\n\u2014From Tu Fu, \"Conscripts Leaving for the Frontier.\" Trans. Charles Budd The answer is B.",
+    "4072": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Asia. The answer is C.",
+    "4081": "A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw. The second sentence states a fact.\nMorocco is a country on the northwest coast of Africa.\nIt can be proved by finding Morocco on a map.\nThe first sentence states an opinion.\nMorocco is the most exciting country to visit.\nMost exciting shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a country exciting to visit. The answer is A.",
+    "4084": "Marvin wanted broccoli in his lunch and Ken was hoping for tomatoes. Look at the labeled part of the images.\nMarvin has tomatoes. Ken has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is A.",
+    "4088": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion evaporate is literature.\nThe word evaporate means to disappear or go away.\nThe scientist heated the water until it evaporated.\nThe allusion evaporate means to disappear. The answer is B.",
+    "4092": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, float. The verb tells you about something that is going to happen. The answer is C.",
+    "4094": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "4095": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in past tense. You can tell because it uses a past-tense verb, strained. The verb ends in -ed and tells you about something that has already happened. The answer is A.",
+    "4096": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. A sea otter is an animal. It eats animals that live in the ocean.\nSea otters have very thick fur. Their fur keeps them warm in cold water.\nA hydrangea bush is a plant. It can grow colorful flowers.\nHydrangea bushes can have blue, white, purple, or pink flowers. The answer is B.",
+    "4098": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night. The text includes a simile, using like or as to compare two things that are not actually alike.\nThe simile like the parched earth during a drought suggests that Kendra's hands were dry and cracked. A drought is a period without rain; the ground during a drought can become hard and cracked. The answer is B.",
+    "4106": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince pot is between the guide words plus - prospect, it would be found on that page. The answer is B.",
+    "4112": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince smooth is between the guide words seize - spank, it would be found on that page. The answer is B.",
+    "4115": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word of is not important, so it should not be capitalized.\nThe correct title is The Return of Jafar. The answer is B.",
+    "4120": "This country is Antigua and Barbuda. The answer is B.",
+    "4122": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses onomatopoeia, a word that expresses a sound.\nBeep represents the sound that tells the caller to start recording a message. The answer is A.",
+    "4123": "Boston is the capital of Massachusetts. The answer is B.",
+    "4124": "The colony is Georgia. The answer is D.",
+    "4126": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Hard is a property. A hard material keeps its shape when you press on it with your finger.\nLook at each picture, one at a time. Imagine pushing on the material shown in each picture.\nOf the choices, the rock is the hardest. If you press on a rock, it will not change shape. The answer is A.",
+    "4130": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun hares' could refer to hares or rabbits.\nThe first answer choice shows a possible correction for the vague pronoun reference. Hares are often mistaken for rabbits, even though hares' legs, feet, and ears are usually bigger. The answer is B.",
+    "4139": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA fuzzy object is covered in soft hair. None of the objects are fuzzy.\nBlue is a color.\nThis color is blue. All three objects are blue.\nA bouncy object will bounce back from the floor if you drop it. None of the objects are bouncy.\nThe property that all three objects have in common is blue. The answer is B.",
+    "4145": "A pure substance is made of only one type of matter.\nA mixture is made of two or more types of matter mixed together. The answer is A.",
+    "4150": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is North America. The answer is B.",
+    "4153": "Look at the table and images.\nAustin wants broccoli. Colin wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D.",
+    "4155": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Aiden is capitalized because it is a proper noun. The answer is A.",
+    "4156": "Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.\nA line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures. To describe the average temperature trends in Cape Town, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Mar\" is incorrect.\nChoice \"Apr\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Sep\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"Nov\" is incorrect.\nChoice \"Dec\" is incorrect.\nChoice \"Jan\" is incorrect.\nThe average temperatures in December, January, February, and March are around 20\u00b0C. These months have the highest average temperatures of all of the months. So, they are the hottest months on average. The answer is B.",
+    "4164": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is B.",
+    "4165": "Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. Whine about something has a more negative connotation. If you whine about something, you talk about it in a complaining way. The answer is A.",
+    "4167": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A great gray owl's scientific name is Strix nebulosa.\nCyanocitta cristata does not have the same scientific name as a great gray owl. So, Strix nebulosa and Cyanocitta cristata are not in the same species.\nGoura victoria does not have the same scientific name as a great gray owl. So, Strix nebulosa and Goura victoria are not in the same species.\nStrix nebulosa has the same scientific name as a great gray owl. So, these organisms are in the same species. The answer is A.",
+    "4168": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "4176": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA sticky object can attach or stick to other things. All three objects are sticky.\nAn opaque object does not let light through. The caramel corn is opaque, but the chocolate syrup and the peanut butter are not.\nBlue is a color.\nThis color is blue. The chocolate syrup and the caramel corn are not blue.\nThe property that all three objects have in common is sticky. The answer is A.",
+    "4177": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Peter Pan is literature.\nIn a J. M. Barrie novel, the character Peter Pan retreats to Neverland and refuses to grow up.\nThe allusion Peter Pan means a person who won't take on adult responsibilities. The answer is A.",
+    "4187": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A peregrine falcon's scientific name is Falco peregrinus.\nFalco peregrinus has the same scientific name as a peregrine falcon. So, these organisms are in the same species.\nArdea alba does not have the same scientific name as a peregrine falcon. So, Falco peregrinus and Ardea alba are not in the same species.\nPhoebastria nigripes does not have the same scientific name as a peregrine falcon. So, Falco peregrinus and Phoebastria nigripes are not in the same species. The answer is C.",
+    "4193": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Bumpy is a property. A bumpy material is covered in lumps and bumps. It is not flat or smooth.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the asphalt road is bumpier. If you touch an asphalt road, it will feel lumpy and bumpy. The answer is B.",
+    "4199": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C.",
+    "4202": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince see is between the guide words scurry - shelter, it would be found on that page. The answer is B.",
+    "4203": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the earthworm.\nThe only arrow pointing from the grizzly bear leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the grizzly bear to the earthworm.\nThere are two arrows pointing from the barren-ground caribou to other organisms. One arrow points to the grizzly bear. The only arrow pointing from the grizzly bear leads to the mushroom. The other arrow pointing from the barren-ground caribou leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the barren-ground caribou to the earthworm.There is one path matter can take from the rough-legged hawk to the earthworm: rough-legged hawk->earthworm. mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the mushroom to the earthworm.. There is one path matter can take from the parasitic jaeger to the earthworm: parasitic jaeger->earthworm. The answer is E.",
+    "4205": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is A.",
+    "4210": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. The two blocks of iron have the same mass but different temperatures. Since the 75\u00b0C block is hotter than the 70\u00b0C block, it has more thermal energy. The answer is A.",
+    "4211": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The first holiday greeting is more formal. It uses more elevated language (Independence Day, the entire staff). The other holiday greeting uses casual language (happy 4 th, the crew) that is more familiar in tone. The answer is B.",
+    "4214": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the Spanish shawl nudibranch.\nThe Spanish shawl nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the Spanish shawl nudibranch is toxic and dangerous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe crown-of-thorns sea star has venomous spines and brightly colored skin. Its skin is adapted to ward off predators.\nThe peppered moth has gray and brown patches on its body. Its skin is not adapted to be a warning sign that wards off predators. The answer is A.",
+    "4216": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the crested black macaque.\nThe crested black macaque has long fingers and toes. It is adapted for climbing trees. The lar gibbon has long fingers and toes. It is adapted for climbing trees.\nThe chital has four hoofed feet. It is not adapted for climbing trees. The chital uses its feet to walk and run. The answer is B.",
+    "4217": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is A.",
+    "4231": "The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is D.",
+    "4240": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C.",
+    "4244": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses an allusion, a brief reference to someone or something well known.\nJulia Child alludes to the famous chef who is known for popularizing French cuisine in the United States. The answer is A.",
+    "4246": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Christchurch, look at the graph.\nChoice \"Apr\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Dec\" is incorrect.\nMay has an average monthly precipitation of about 70 millimeters. This is higher than in any other month. So, May is the wettest month on average. The answer is B.",
+    "4248": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that Mercury, Venus, Earth, and Mars are the planets made mainly of rock. Of these planets, Earth is the largest. So, Earth is the largest planet that is made mainly of rock. The answer is A.",
+    "4250": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Scheherazade is ancient legend.\nThe Arabian Nights presents the ancient legend of how Scheherazade successfully postpones her imminent death by mesmerizing her captor with a thousand and one fascinating tales.\nThe allusion Scheherazade means a person who uses his or her arts to distract someone and avoid consequences. The answer is A.",
+    "4258": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a long-distance running race is 15 miles.\n15 inches, 15 feet, and 15 yards are all too short. The answer is B.",
+    "4260": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "4263": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles. The answer is C.",
+    "4271": "Look at the table and images.\nJonah wants broccoli. Cassie wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D.",
+    "4274": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, make. The verb tells you about something that is going to happen. The answer is B.",
+    "4281": "A homologous structure is an inherited structure that has the same function in different organisms.\nThe wing of a bird is a homologous structure to the arm of a human. Both wings and arms have the same basic design, but they are different sizes and shapes. The answer is B.",
+    "4282": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nMetal turning less shiny over time is called tarnishing. A penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull.\nA sandwich rotting is a chemical change. The matter in the sandwich breaks down and slowly turns into a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is A.",
+    "4285": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Soft is a property. A soft material changes shape when pressed or squeezed.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the cotton towel is softer. If you squeeze cotton fabric, it will change shape. The answer is A.",
+    "4287": "Pierre is the capital of South Dakota. The answer is C.",
+    "4288": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A Japanese tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.\nA human is a mammal. It has hair and feeds its young milk. The answer is B.",
+    "4291": "Nashville is the capital of Tennessee. The answer is C.",
+    "4293": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence asks something, and it ends with a question mark. It is an interrogative sentence. The answer is B.",
+    "4301": "Boise is the capital of Idaho. The answer is B.",
+    "4306": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a passenger airplane is 47 tons.\n47 ounces and 47 pounds are both too light. The answer is A.",
+    "4310": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.\nAppeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\ninclude an endorsement from a respected organization, such as the American Dental Association\nfeature a testimonial from a \"real person\" who shares the audience's values\nuse an admired celebrity or athlete as a spokesperson\nAppeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\ncite results of clinical trials or independently conducted studies\nexplain the science behind a product or service\nemphasize that the product is a financially wise choice\nanticipate and refute potential counterclaims\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury The ad appeals to pathos, or emotion, by associating the product with a bad experience that the audience can relate to. The answer is C.",
+    "4311": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nIt is snowing in Sam's town today.\nThis passage tells you about the precipitation today in Sam's town. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B.",
+    "4313": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. Tracy went down the slide face-first, like a penguin.\nThe words Tracy and penguin are compared using the word like. So, the sentence uses a simile. The answer is B.",
+    "4315": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. We live on a peninsula, water is on three sides of it is a complete sentence. The subject is we, and the verb is live. The answer is A.",
+    "4317": "Look at the map.\nThe Mongol Empire controlled most of Asia and some parts of Eastern Europe from around 1210 to 1375.\nThis map shows the areas that the Mongol Empire controlled.\nThe map shows that the Mongol Empire controlled East Asia, Southeast Asia, and South Asia. The answer is A.",
+    "4319": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to blow your nose is 5 seconds.\n5 minutes is too slow. The answer is B.",
+    "4333": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. A stone statue is a solid. A solid has a size and shape of its own. A stone statue is made of one or more pieces of rock.\nThe answer is A.",
+    "4339": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Shampoo does not have all the properties of a mineral. So, shampoo is not a mineral. The answer is B.",
+    "4340": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nYellow is a color.\nThis color is yellow. None of the objects are yellow.\nA fuzzy object is covered in soft hair. The trampoline and the spring are not fuzzy.\nA flexible object can be folded or bent without breaking easily. All three objects are flexible.\nThe property that all three objects have in common is flexible. The answer is A.",
+    "4344": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, the Okavango Delta has soil that is rich in nutrients. It also has other water ecosystems nearby. The answer is A.",
+    "4347": "Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height. In this experiment, Jessica investigated whether adding vinegar to salt water affects how quickly steel squares rust. The steel squares soaked in salt water did not get vinegar. So, they were part of a control group. The answer is A.",
+    "4351": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles. The answer is A.",
+    "4355": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the long-beaked echidna.\nA tube-shaped snout helps the long-beaked echidna reach into a burrow. A long, sticky tongue helps it catch the insects.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe aardvark has a tube-shaped mouth and a long, sticky tongue. Its mouth is adapted to eat insects that live inside burrows.\nThe brown hyena has a large mouth and sharp teeth. Its mouth is not adapted to get insects out of burrows. The brown hyena uses its mouth to eat other animals. The answer is A.",
+    "4357": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine Ringo's phenotype for the fur color trait. First, consider the alleles in Ringo's genotype for the fur color gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for dark fur (F) is dominant over the allele for light fur (f). This means F is a dominant allele, and f is a recessive allele.\nRingo's genotype of Ff has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Ringo's phenotype for the fur color trait must be dark fur. The answer is B.",
+    "4361": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is South America. The answer is B.",
+    "4366": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, give. The verb tells you about something that is going to happen. The answer is B.",
+    "4376": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A short story should be in quotation marks.\nThe correct title is \"Words for Living By.\" The answer is A.",
+    "4385": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the phytoplankton.There are four paths matter can take from the phytoplankton to the kelp bass: phytoplankton->zooplankton->kelp bass. phytoplankton->zooplankton->plainfin midshipman->kelp bass. phytoplankton->zooplankton->black rockfish->kelp bass. phytoplankton->plainfin midshipman->kelp bass. orca. The only arrow pointing to the orca starts from the sea otter. The only arrow pointing to the sea otter starts from the sea urchin. The only arrow pointing to the sea urchin starts from the kelp. No arrow points to the kelp. So, in this food web, matter does not move from the phytoplankton to the orca.. sea cucumber. The only arrow pointing to the sea cucumber starts from the phytoplankton. A path of arrows that starts from the phytoplankton also ends with the sea cucumber. So, in this food web, matter moves from the phytoplankton to the sea cucumber.. The answer is B.",
+    "4386": "Snicker doesn't belong.\nChew, chuckle, and giggle all name ways to laugh. The answer is C.",
+    "4394": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The wet ice cube is translucent.\nA colorful object has one or more bright colors. The wet ice cube is not colorful. The answer is A.",
+    "4420": "Mammals have hair or fur and feed their young milk. An ostrich is a bird. It has feathers, two wings, and a beak.\nThe ostrich is the largest bird alive today. Ostriches cannot fly, but they can run very fast.\nA fire salamander is an amphibian. It has moist skin and begins its life in water.\nFire salamanders can release poison from their skin. This poison helps protect them from predators.\nAn elephant seal is a mammal. It has hair and feeds its young milk.\nElephant seals have flippers instead of arms! They use their flippers to swim underwater or to crawl on the beach.\nA parrotfish is a fish. It lives underwater. It has fins, not limbs.\nParrotfish have fins and live underwater near coral reefs. They get their name from their bird-like beak! The answer is C.",
+    "4428": "The answer is A.",
+    "4436": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that obesity rates and rainforests are somehow interconnected. However, these two ideas aren't related. This illustrates a type of logical fallacy known as a red herring. The answer is B.",
+    "4443": "Honolulu is the capital of Hawaii. The answer is B.",
+    "4444": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is A.",
+    "4446": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Svengali is literature.\nIn George du Maurier's novel Trilby, Svengali is a hypnotist who exerts such power over the central character that she is suddenly able to sing, which she was unable to do before.\nThe allusion Svengali means a person with an unduly strong influence over someone else. The answer is B.",
+    "4458": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism your services will no longer be required means that the gardener is being fired. The answer is B.",
+    "4459": "This country is Papua New Guinea.\nWhy does Papua New Guinea share its island with another country?\nPapua New Guinea takes up the eastern half of the island of New Guinea. The western half is part of Indonesia, an Asian country.\nBeginning in the 17 th century, several countries took control of different parts of the island of New Guinea. By 1922, Australia controlled the entire eastern half of the island, and the Netherlands controlled the western half. In 1963, control over the western half was transferred to Indonesia, which had just gained independence from the Netherlands. Many people in western New Guinea did not want to become part of Indonesia, though, and some people in this area are still fighting to leave Indonesia today. The eastern part gained independence from Australia in 1975 and became Papua New Guinea. The answer is D.",
+    "4465": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A toucan is a bird. Like other birds, a toucan is a vertebrate. It has a backbone.\nA luna moth is an insect. Like other insects, a luna moth is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA carp is a fish. Like other fish, a carp is a vertebrate. It has a backbone.\nA koala is a mammal. Like other mammals, a koala is a vertebrate. It has a backbone. The answer is A.",
+    "4474": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Idaho is farthest north. The answer is C.",
+    "4482": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is C.",
+    "4483": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is simple. It is a single independent clause.\nSince 1923, the United States Flag Code has provided advisory rules for displaying and handling the U.S. flag. The answer is B.",
+    "4485": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. Look at the distance each runner moved and the time it took to move that distance.\nOne runner moved 140 kilometers in 10 hours.\nThe other runner moved 100 kilometers in 10 hours.\nNotice that each runner spent the same amount of time moving. The runner who moved 140 kilometers moved a farther distance in that time. So, that runner must have moved at a higher speed. The answer is B.",
+    "4497": "There is a surplus if there is too much for sale at a given price.\nThere is a shortage if there is not enough for sale at a given price.\nSurpluses and shortages usually happen when people who are selling goods or services charge too much or too little.\nWhen the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.\nWhen the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. At the current price, there are too many frames for sale. There are 25 frames for sale, but only 18 people want to buy one.\nSo, there is a surplus of frames. The store will not get any money for the leftover frames. The answer is A.",
+    "4500": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that the smallest planet is Mercury and that Mercury is made mainly of rock. So, the smallest planet is made mainly of rock. The answer is B.",
+    "4502": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. You can tell whether hydrogen peroxide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for hydrogen peroxide, H2 O2, contains two atomic symbols: H for hydrogen and O for oxygen. So, the formula tells you that hydrogen peroxide is composed of two chemical elements bonded together.\nSince hydrogen peroxide is composed of multiple chemical elements bonded together, hydrogen peroxide is a compound. The answer is B.",
+    "4505": "Lansing is the capital of Michigan. The answer is D.",
+    "4507": "The Fifth Amendment says that a person on trial for a crime cannot be put in a position where he or she has to testify against himself or herself. In other words, a person on trial cannot be forced to incriminate himself or herself. This is where the phrase \"pleading the Fifth\" comes from. It means that a person refuses to answer a question because doing so might incriminate him or her.\nThe Fifth Amendment also says that any evidence obtained by forcing a person to incriminate himself or herself cannot be used in court. In other words, a person on trial cannot be found guilty because he or she exercised his or her Fifth Amendment rights.\nThe text of the Fifth Amendment is below. It does not use the words \"pleading the Fifth.\" Where does the phrase \"pleading the Fifth\" come from? The text of the Fifth Amendment is below. It does not use the words \"pleading the Fifth.\" Where does the phrase \"pleading the Fifth\" come from? The answer is A.",
+    "4512": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, Serengeti National Park has a rainy season and a dry season. It also has long, cold winters. The answer is A.",
+    "4519": "The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is B.",
+    "4520": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. Look at the distance each duck moved and the time it took to move that distance. The direction each duck moved does not affect its speed.\nNotice that each duck moved for 5 hours. The duck that moved 260 miles moved the farthest distance in that time. So, that duck must have moved at the highest speed. The answer is C.",
+    "4529": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B.",
+    "4532": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is C.",
+    "4537": "The colony is Connecticut. The answer is B.",
+    "4548": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. The rose plant's observable version of the thorns trait is not having thorns. So, the plant's phenotype for the thorns trait is not having thorns. The answer is B.",
+    "4553": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the chimpanzee.\nThe chimpanzee uses its long limbs to reach branches while climbing. It uses its fingers and toes to grab the branches.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Sumatran orangutan has long limbs with fingers and toes. Its limbs are adapted for climbing trees.\nThe okapi has long, thin limbs. Its limbs are not adapted for climbing trees. The okapi uses its limbs for walking and running. The answer is B.",
+    "4554": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the dead leaf mantis.\nThe dead leaf mantis has a reddish-brown body. It is adapted to be camouflaged among dead leaves, which often have a reddish or brownish color. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe plated leaf chameleon has reddish-brown scales coverings its body. It is adapted to be camouflaged among dead leaves, which often have a reddish or brownish color.\nThis Arctic wolf has white fur covering its body. It is not adapted to be camouflaged among dead leaves. The answer is A.",
+    "4559": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. An orca is an animal. It swims in the ocean.\nOrcas are mammals that live in the ocean. They have small flippers instead of arms!\nA walnut tree is a plant. It has many green leaves.\nPeople pick and eat walnuts from walnut trees. Walnuts are the tree's seeds!\nA lavender bush is a plant. It has many purple flowers.\nLavender has a sweet smell. Some people use the oil from lavender bushes for perfume.\nA dandelion is an animal. It has a yellow flower.\nDandelion seeds can be blown long distances by the wind. The answer is D.",
+    "4562": "Hartford is the capital of Connecticut. The answer is D.",
+    "4568": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.\nBrenna is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. The answer is C.",
+    "4575": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "4578": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is South America. The answer is C.",
+    "4583": "Look at the passage. It tells you how thick fur helps animals in wintertime.\nPeople put on winter coats when it's cold outside, and some animals have winter coats, too! They grow extra-thick coats of fur to keep warm in winter. The thick fur traps their body heat and keeps it close to their skin. Many wild animals grow winter coats. But so do some cats and dogs.\nSome animals, like arctic foxes, also change coat colors in winter. They shed their brown fur and grow thick white coats. Their white coats help them hide from other animals in the snow. The answer is A.",
+    "4594": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n An axolotl's scientific name is Ambystoma mexicanum. The first word of its scientific name is Ambystoma.\nPython reticulatus is in the genus Python. The first word of its scientific name is Python. So, Python reticulatus and Ambystoma mexicanum are not in the same genus.\nAmbystoma opacum is in the genus Ambystoma. The first word of its scientific name is Ambystoma. So, Ambystoma opacum and Ambystoma mexicanum are in the same genus.\nTigrisoma mexicanum and Ambystoma mexicanum are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Tigrisoma mexicanum and Ambystoma mexicanum have the same species name within their genus, mexicanum. But the first words of their scientific names are different. Tigrisoma mexicanum is in the genus Tigrisoma, and Ambystoma mexicanum is in the genus Ambystoma. The answer is C.",
+    "4603": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nMixing chocolate syrup into milk is a physical change. The chocolate syrup and milk make a mixture. Making a mixture does not form a different type of matter.\nStapling an envelope shut is a physical change. The envelope and the staple get new shapes. Both are still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D.",
+    "4604": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers. Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe crocodile egg fossil is in a deeper layer in the rock sequence than the palm leaf fossil. So, the crocodile egg fossil is most likely older than the palm leaf fossil. The answer is A.",
+    "4622": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is B.",
+    "4623": "All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. A scarecrow is not a living thing.\nScarecrows do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nIce cubes are not living things.\nIce cubes do not have all of the traits of living things. They may grow or melt in response to the world around them. But they do not need food.\nRabbits are living things.\nRabbits grow and respond to their environment. They need food and water. Rabbits are made up of many cells.\nRain is not a living thing.\nRain is made of water. It helps living things survive. But it does not have all the traits of a living thing. Rain does not grow or need food. The answer is D.",
+    "4624": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A helmeted iguana is a reptile. It has scaly, waterproof skin.\nIguanas are a type of lizard. Iguanas eat plants and fruit.\nA poison dart frog is an amphibian. It has moist skin and begins its life in water.\nPoison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous. The answer is A.",
+    "4631": "This country is Antigua and Barbuda. The answer is D.",
+    "4632": "A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.\nIn a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.\nThe original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.\nThe substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.\nSo, in a chemical reaction, reactants go through a chemical change to form products. Read the underlined text carefully. Look for information about what happens to ammonium nitrate in this chemical reaction.\nTo help relieve pain during a dental visit, a dentist may give a patient nitrous oxide. Nitrous oxide is made in factories by carefully heating ammonium nitrate. At 170\u00b0C, ammonium nitrate breaks down and forms a mixture of nitrous oxide gas and water vapor. After the mixture is collected, the water vapor is separated from the nitrous oxide gas.\nThe underlined text tells you that when ammonium nitrate breaks down, it forms nitrous oxide gas. When ammonium nitrate reacts, or goes through a chemical change, its atoms are rearranged to form nitrous oxide gas. Because ammonium nitrate reacts in this chemical reaction, ammonium nitrate is a reactant. The answer is A.",
+    "4639": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, the following statements describe the Cerrado ecosystem: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has warm summers and warm winters. It has soil that is poor in nutrients. The following statement does not describe the Cerrado: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has a small amount of rain. The answer is A.",
+    "4645": "Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4 The answer is C.",
+    "4647": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. A cedar tree is a plant. It has small leaves.\nCedar trees grow in many parts of the world. Many cedar trees grow on mountains.\nA mole is an animal. It eats insects and worms.\nMoles live mostly underground. The answer is A.",
+    "4654": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. Marie went down the slide face-first, like a penguin.\nThe words Marie and penguin are compared using the word like. So, the sentence uses a simile. The answer is A.",
+    "4657": "Jaylen wanted broccoli in his lunch and Porter was hoping for tomatoes. Look at the labeled part of the images.\nJaylen has tomatoes. Porter has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is A.",
+    "4670": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA soft object changes shape when pressed or squeezed. None of the objects are soft.\nYou can see clearly through a transparent object. None of the objects are transparent.\nA rough object feels scratchy when you touch it. All three objects are rough.\nThe property that all three objects have in common is rough. The answer is A.",
+    "4672": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is simple. It is a single independent clause.\nPreston took several incredible panoramic photographs of the sweeping view from the top of Table Mountain. The answer is D.",
+    "4678": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince sailor is between the guide words sour - stone, it would be found on that page. The answer is B.",
+    "4682": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode! The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nThe hyperbole dinosaurs were still roaming the Earth suggests that Dustin hasn't cleaned his room in a very long time. He did not actually clean his room millions of years ago when dinosaurs existed. The answer is B.",
+    "4686": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A.",
+    "4690": "This country is the Federated States of Micronesia. The answer is B.",
+    "4698": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A.",
+    "4699": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince itch is between the guide words illustrate - interrupt, it would be found on that page. The answer is B.",
+    "4708": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the golden eagle.\nThe golden eagle has long toes with sharp claws. Its feet are adapted for grabbing prey. The sharp claws can help the golden eagle attack and kill its prey. The long toes can help it hold on to its prey.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe common buzzard has long toes with sharp claws. Its feet are adapted for grabbing prey.\nThe Malayan tapir has large, heavy feet. Its feet are not adapted for grabbing prey. The Malayan tapir uses its feet to walk and run. The answer is B.",
+    "4709": "Harrisburg is the capital of Pennsylvania. The answer is A.",
+    "4717": "A rock sequence is a record of the layers of rock in a area. The layers in a rock sequence are usually ordered by their ages.\nThe youngest layers are at the top of the rock sequence, and the oldest layers are at the bottom. To find the answer, look at the diagram.\nThe limestone layer is older than the sandstone layer. So, the limestone layer is the deeper layer. The answer is A.",
+    "4718": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. New York is farthest north. The answer is B.",
+    "4719": "A fact is something that can be proved by research or observation.\nNapoleon Bonaparte was shorter than King Louis XVI.\nThe statement above is a fact. The statement can be proved by researching the height of each man and comparing them.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.\nNapoleon Bonaparte was a better leader than King Louis XVI.\nThe statement above is an opinion. People can have different ideas about what makes someone a \"better\" leader, so the statement cannot be proved. The second sentence states a fact.\nJackie Robinson played baseball for the Brooklyn Dodgers from 1947 to 1956.\nIt can be proved by reading a baseball schedule for the years 1947 to 1956.\nThe first sentence states an opinion.\nJackie Robinson was the most noteworthy baseball player of the 1940 s and 1950 s.\nMost noteworthy shows what a person believes, thinks, or feels. Another person might have a different opinion about which player was the most noteworthy. The answer is B.",
+    "4720": "Boston is the capital of Massachusetts. The answer is D.",
+    "4740": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 2 solute particles on the left side of the membrane and 6 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There were 2 more solute particles on the left side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right. The answer is A.",
+    "4748": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind. The text uses personification, giving human characteristics to nonhuman things.\nGlared at him suggests that it bothered Daniel that the essay wasn't finished. The essay is like a person who is bothering Daniel. The answer is A.",
+    "4749": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is B.",
+    "4753": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony. The answer is D.",
+    "4755": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince accurate is between the guide words album - avoid, it would be found on that page. The answer is B.",
+    "4757": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.\nThe sea urchin has an arrow pointing to it from the kelp. The kelp is a producer, so the sea urchin is a primary consumer.\nThe phytoplankton does not have any arrows pointing to it. So, the phytoplankton is not a primary consumer.\nThe black rockfish has an arrow pointing to it from the zooplankton. The zooplankton is a producer, so the black rockfish is a primary consumer.\nThe orca has an arrow pointing to it from the sea otter. The sea otter is not a producer. So, the orca is not a primary consumer.\nThe kelp does not have any arrows pointing to it. So, the kelp is not a primary consumer. The answer is D.",
+    "4767": "A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is \u00b0.\nSome thermometers measure temperature in degrees Celsius (\u00b0C). Celsius is one scale used to measure temperature.\nThis is a tube thermometer. It has a tube filled with a red liquid.\nThere is a Celsius scale along the right side of the tube. The top of the red liquid lines up with the number 30 on the scale. So, the temperature shown by this thermometer is 30\u00b0C. Find the top of the red liquid.\nNow look at the scale to the right. The top of the red liquid lines up with 40. So, the temperature is 40\u00b0C. The answer is A.",
+    "4774": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses factoid in its traditional sense: something made up presented as a true fact.\nAs a geneticist, Eliana dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.\nThe second text uses factoid in its nontraditional sense: a trivial but true fact.\nAs a geneticist, Eliana enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard. The answer is A.",
+    "4782": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nArachnids have the following traits:\nThey have eight legs.\nThey have an exoskeleton.\nThey have no antennae.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA trichina worm has the following traits:\nIt has a soft body.\nIt has a cylindrical shape.\nIt does not have antennae.\nIt does not have an exoskeleton.\nA trichina worm does not have all of the traits of an arachnid. A trichina worm is a roundworm.\nA wolf spider has the following traits:\nIt has eight legs.\nIt has an exoskeleton.\nIt does not have antennae.\nA wolf spider has the traits of an arachnid. A wolf spider is an arachnid. The answer is A.",
+    "4784": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a washing machine is 36 cups.\n36 fluid ounces is too little and 36 gallons is too much. The answer is A.",
+    "4805": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a car's gas tank is 15 gallons.\n15 fluid ounces and 15 cups are both too little. The answer is B.",
+    "4809": "Nashville is the capital of Tennessee. The answer is C.",
+    "4817": "This country is Fiji. The answer is C.",
+    "4820": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses overly simple or imprecise language (some things, bring up).\nThe first sentence uses more precise language, so it is more formal overall. The answer is B.",
+    "4828": "Denver is the capital of Colorado. The answer is A.",
+    "4832": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles. The answer is B.",
+    "4833": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n To decide which planet is the smallest, look at the volumes shown in the table and compare the exponents. Mercury's volume has an exponent of 10, which is the smallest out of all the planets.\nMercury is made mainly of rock. So, the smallest planet is made mainly of rock. The answer is B.",
+    "4834": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees. Look at the picture of the spectacled cobra.\nWhen frightened, the spectacled cobra can spread out its hood to appear larger and more dangerous. If a predator is nearby, the hood can help scare it away.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bearded dragon has spiny scales around its neck. It uses its neck to appear larger and more dangerous to a predator.\nThe green anole has a short neck. Its neck is not adapted to help it appear larger and more dangerous to a predator. The answer is A.",
+    "4836": "Look at the table and images.\nMaya wants broccoli. Hanson wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D.",
+    "4844": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A black howler is a mammal. It has hair and feeds its young milk.\nHowler monkeys have loud calls, or howls. Their calls can be heard over three miles away!\nA snowy owl is a bird. It has feathers, two wings, and a beak.\nSnowy owls live in cold places. They have feathers on their feet to protect them from the cold.\nA gray crowned crane is a bird. It has feathers, two wings, and a beak.\nCranes wade in shallow water to look for food. Cranes eat insects, worms, and plants.\nA Banggai cardinalfish is a fish. It lives underwater. It has fins, not limbs.\nCardinalfish often live near coral reefs. They are nocturnal, which means that they are active mostly at night. The answer is B.",
+    "4851": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A Christmas tree worm's scientific name is Spirobranchus giganteus.\nSpirobranchus giganteus has the same scientific name as a Christmas tree worm. So, these organisms are in the same species.\nMacropus giganteus does not have the same scientific name as a Christmas tree worm. So, Spirobranchus giganteus and Macropus giganteus are not in the same species.\nSphodromantis viridis does not have the same scientific name as a Christmas tree worm. So, Spirobranchus giganteus and Sphodromantis viridis are not in the same species. The answer is B.",
+    "4854": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Kurt wants or needs:\nKurt will spend some time and money to get the costume. The answer is B.",
+    "4859": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that the snacks they sell are the best, because they use only \"real\" ingredients. However, even though a food is made with \"real\" ingredients, that doesn't necessarily mean it's the best. This illustrates a type of logical fallacy known as an appeal to nature. The answer is C.",
+    "4865": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! The properties of andesite match the properties of a rock. So, andesite is a rock. The answer is B.",
+    "4871": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince choke is between the guide words civilian - crank, it would be found on that page. The answer is A.",
+    "4877": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.\nMrs. Lloyd will bake brownies for dessert, or she will make peach cobbler. The answer is B.",
+    "4883": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in London, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Nov\" is incorrect.\nJuly has an average monthly precipitation of about 80 millimeters. This is higher than in any other month. So, July has the lowest average precipitation. The answer is A.",
+    "4886": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A.",
+    "4891": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to do ten jumping jacks is 18 seconds.\n18 hours is too slow. The answer is A.",
+    "4897": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. New Hampshire is farthest north. The answer is B.",
+    "4914": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA smooth object is not scratchy or rough. Both objects are smooth.\nA rough object feels scratchy when you touch it. Neither of the objects are rough.\nThe property that both objects have in common is smooth. The answer is A.",
+    "4918": "This country is Grenada. The answer is B.",
+    "4919": "In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.\nA single organism is an individual. Individuals of the same species that live in the same place are part of a population.\nMultiple populations of different species that live in the same place are part of a community.\nTogether, communities of living organisms and the nonliving parts of their environment make up an ecosystem. The answer is A.",
+    "4920": "Plant and animal cells have many parts in common, but not all. This table shows some of their similarities and differences.\nCell part | Plant cell | Animal cell\ncell wall | yes | no\ncell membrane | yes | yes\ncytoplasm | yes | yes\nmitochondria | yes | yes\nvacuole | yes | yes\nchloroplasts | yes | no\nnucleus | yes | yes\nchromosomes | yes | yes\nThink about how plant and animal cells are different:\nPlant cells have a cell wall, but animal cells do not. The cell wall helps plant cells keep a fixed shape. Most animal cells do not have a fixed shape.\nPlant cells have chloroplasts, but animal cells do not. Chloroplasts make sugar that plants cells can use as food. Animal cells cannot make their own food.\n The answer is A.",
+    "4922": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince describe is between the guide words dangle - differ, it would be found on that page. The answer is A.",
+    "4924": "Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment. The answer is A.",
+    "4933": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBaking an apple pie is a chemical change. The type of matter in the pie changes. The apples become soft, and the crust turns brown.\nPlants making food is a chemical change. Plants use energy from sunlight to change air and water into food. The food is sugar. Sugar is a different type of matter than air or water.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBaking is caused by heating. But plants making food is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is A.",
+    "4943": "The Second Amendment says that the American people have the right to own weapons. In particular, it says that the American people can own \"arms.\" The authors understood \"arms\" to include the type of weapons we now call guns. The complete text of the Second Amendment is below. According to the text, why is it important for Americans to have the right to own weapons? A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed. The answer is A.",
+    "4950": "Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. To decide whether building a deck is a good or a service, ask these questions:\nIs building a deck something you can touch? No.\nIs building a deck a job you might pay someone else to do? Yes.\nSo, building a deck is a service. The answer is A.",
+    "4955": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing. A bubble map uses lines or arrows to connect things that are related. This bubble map shows information about different kinds of marsupials.\nKangaroos and koalas are both marsupials. Marsupials are mammals with a pouch. In a pouch, a marsupial can hide and protect its young. The answer is B.",
+    "4956": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a pen is 18 centimeters.\n18 millimeters is too short. 18 meters and 18 kilometers are too long. The answer is D.",
+    "4969": "People around the world live in three main kinds of places: urban areas, suburban areas, and rural areas.\nAn urban area is a city. It has many people and businesses. The buildings are close to each other. The buildings are often tall and have many floors. Since there are so many people, traffic is usually bad. People will walk or take the bus, train, or subway to avoid traffic.\nA suburban area, or suburb, is near a city. It is quieter and less crowded than an urban area. People usually live in houses with yards. Most people drive to get places.\nA rural area is less crowded than both urban and suburban areas. Houses are much more spread out. People usually have to drive to get places. People in rural areas often live on farms or ranches.\nSome places, like small towns, don't really fit into any of the types. A small town does not have as many people as an urban area, but it has more people than a rural area. It is not near a city, so it is not called a suburb. Rural areas usually have less traffic. There are less cars and people in rural areas. The answer is A.",
+    "4974": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. The rose plant's genotype for the growth pattern gene is GG. The rose plant's genotype of GG has only G allelles. The G allele is for climbing growth. So, the rose plant's phenotype for the growth pattern trait must be climbing growth.\nTo check this answer, consider whether the rose plant's alleles are dominant or recessive. The allele for bush growth (g) is recessive to the allele for climbing growth (G). This means G is a dominant allele, and g is a recessive allele.\nThe rose plant's genotype of GG has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the rose plant's phenotype for the growth pattern trait must be climbing growth. The answer is B.",
+    "4975": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Benedict Arnold is U.S. history.\nBenedict Arnold was an American officer who secretly aided the British during the American Revolution.\nThe allusion Benedict Arnold means a traitor. The answer is B.",
+    "4977": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAs tidy as an overgrown garden shows verbal irony because an overgrown garden is not tidy. The answer is B.",
+    "4980": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a bathtub is 335 liters.\n335 milliliters is too little. The answer is B.",
+    "4991": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince clatter is between the guide words cinder - couple, it would be found on that page. The answer is B.",
+    "4996": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the polar bear.\nThe polar bear has skin with thick fur on top and a thick layer of fat underneath it. Its skin is adapted for survival in cold places. The polar bear uses its fur and fat to keep warm in cold weather.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe snowy owl has a thick coat of feathers covering its skin. Its skin is adapted for survival in cold places.\nThe hairy armadillo has scales covering much of its skin. Its skin is not adapted for survival in cold places. The answer is A.",
+    "4999": "Pierre is the capital of South Dakota. The answer is A.",
+    "5000": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents the compound pyrite.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether silicon carbide is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that silicon carbide is composed of carbon atoms and silicon atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that silicon carbide is composed of two chemical elements: carbon and silicon. Since silicon carbide is composed of multiple chemical elements bonded together, silicon carbide is a compound. The answer is A.",
+    "5013": "Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy, carbon dioxide, and water to produce sugars and oxygen.\nPhotosynthetic organisms also often have the following characteristics:\nThey are producers, which are organisms that make their own food inside their cells. Because producers make their own food, they typically do not eat other organisms.\nTheir cells contain chloroplasts, which are cell structures where photosynthesis occurs.\nTheir chloroplasts often contain a green substance called chlorophyll. Chlorophyll captures light energy from the Sun to power photosynthesis.\nThey use the sugars they produce during photosynthesis as food. This food provides energy that helps the organisms live, grow, and reproduce. This moss is photosynthetic:\nThe text tells you that Racomitrium lanuginosum moss is green because its cells contain chlorophyll. This moss uses chlorophyll to capture energy from sunlight.\nThis evidence suggests that Racomitrium lanuginosum moss is a photosynthetic organism.\nThis moss mantis is not photosynthetic:\nThe text does not provide evidence that the moss mantis is photosynthetic. The moss mantis is green and brown, which helps it hide among mosses and leaves. This camouflage helps the mantis sneak up on its insect prey. The answer is B.",
+    "5018": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is A.",
+    "5022": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "5025": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B.",
+    "5032": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. The air from a hair dryer is a gas. It expands to fill a space.\nA baseball is a solid. A solid has a size and shape of its own. If you hit a baseball with a bat, the baseball will still have a size and shape of its own.\nThe water in a waterfall is a liquid. A liquid takes the shape of any container it is in. If you put water from a waterfall into a bucket, the water will take the shape of the bucket. But the water will still take up the same amount of space.\nA chair is a solid. A solid has a size and shape of its own. A chair has a back, a seat, and legs. The answer is C.",
+    "5044": "Denver is the capital of Colorado. The answer is B.",
+    "5045": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a hiking trail is 2 kilometers.\n2 centimeters is too short. The answer is A.",
+    "5046": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses nauseous in its traditional sense: causing disgust or nausea.\nMarcy couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past.\nThe second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nThe odor emanating from the landfill made Marcy so nauseous that she had to roll up the car windows as she drove past.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard. The answer is A.",
+    "5047": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to bake lasagna in the oven is 44 minutes.\n44 hours is too slow. The answer is B.",
+    "5049": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is C.",
+    "5050": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nDull roar is a contradiction, because dull describes a lack of sound, and roar describes a loud sound. The answer is B.",
+    "5052": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA hard object does not change shape when pressed or squeezed. The hockey rink and the ice hockey are hard, but the wet ice cube and the yogurt are not.\nA slippery object is hard to hold onto or stand on. All four objects are slippery.\nA flexible object can be folded or bent without breaking easily. The wet ice cube is not flexible.\nThe property that all four objects have in common is slippery. The answer is C.",
+    "5056": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a fire truck is 16 tons.\n16 ounces and 16 pounds are both too light. The answer is C.",
+    "5063": "The answer is C.",
+    "5069": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Erik wants or needs:\nErik will give up the chance to look at the birch tree. He thinks it would have looked more beautiful than the tulips. The answer is B.",
+    "5072": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town. The text uses a metaphor, comparing two things that are not actually alike without using like or as.\nThe metaphor the only light in the sea of darkness was the prospect of pursuing a new career suggests that there was a benefit to Quincy's job loss. A light would be beneficial in helping someone escape a dark, difficult-to-navigate situation. Similarly, Quincy's new career was beneficial in helping him escape the emotionally difficult experience of losing his job. The answer is B.",
+    "5073": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "5080": "This country is Fiji. The answer is D.",
+    "5082": "A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. Look for the stroller that is heavier.\nA stroller holding a kid that weighs 29 pounds is heavier than a stroller holding a kid that weighs 22 pounds. So, the stroller holding the kid that weighs 29 pounds needs to be pushed with a larger force to start moving forward at the same speed as the other other stroller. The answer is B.",
+    "5086": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first greeting is correct:\nIts first word is capitalized, and it ends with a comma. Ms. Weber is capitalized because it is a proper noun. The answer is A.",
+    "5090": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. The equator is the line at 0\u00b0 latitude. It intersects Africa. It does not intersect North America or Europe. The answer is B.",
+    "5097": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B.",
+    "5119": "Des Moines is the capital of Iowa. The answer is B.",
+    "5126": "Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. To decide whether a banana is a good or a service, ask these questions:\nIs a banana something you can touch? Yes.\nIs a banana a job you might pay someone else to do? No.\nSo, a banana is a good. The answer is B.",
+    "5140": "Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.\nOther animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. A green toad is an amphibian. Like other amphibians, a green toad has a backbone.\nLike other tarantulas, a red-kneed tarantula does not have a backbone. It has a hard outer cover. The answer is B.",
+    "5143": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses conversational language (real quick).\nThe first sentence uses formal language in place of the conversational language, so it is more formal overall. The answer is A.",
+    "5144": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A clownfish is a fish. It lives underwater. It has fins, not limbs.\nClownfish live with animals called anemones. In the image of the clownfish, you can see the green anemone behind the clownfish.\nA helmeted iguana is a reptile. It has scaly, waterproof skin.\nIguanas are a type of lizard. Iguanas eat plants and fruit. The answer is A.",
+    "5145": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nOf a certain age is an indirect and generally more polite way of referring to older people. The answer is A.",
+    "5146": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the earthworm.\nThe only arrow pointing from the short-tailed weasel leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the short-tailed weasel to the earthworm.There is one path matter can take from the mushroom to the earthworm: mushroom->brown lemming->earthworm. There is one path matter can take from the brown lemming to the earthworm: brown lemming->earthworm. There is one path matter can take from the bilberry to the earthworm: bilberry->brown lemming->earthworm. The answer is A.",
+    "5152": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. Look at the distance each bowhead whale moved and the time it took to move that distance.\nOne bowhead whale moved 80 kilometers in 10 hours.\nThe other bowhead whale moved 45 kilometers in 10 hours.\nNotice that each bowhead whale spent the same amount of time moving. The bowhead whale that moved 80 kilometers moved a farther distance in that time. So, that bowhead whale must have moved at a higher speed. The answer is B.",
+    "5155": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a passenger helicopter is 2 tons.\n2 ounces and 2 pounds are both too light. The answer is A.",
+    "5175": "This state is Mississippi. The answer is C.",
+    "5180": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA bumpy object is covered in lumps and bumps. The pretzel is bumpy.\nSugar has a sweet taste. The pretzel is not sweet. The answer is A.",
+    "5184": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B.",
+    "5185": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Peridotite does not have all the properties of a mineral. So, peridotite is not a mineral. The answer is A.",
+    "5188": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for pyrite contains two symbols: Fe for iron and S for sulfur. So, pyrite is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, pyrite is a compound, not an elementary substance. The chemical formula for chloromethane contains three symbols: C for carbon, H for hydrogen, and Cl for chlorine. So, chloromethane is made of three chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, chloromethane is a compound, not an elementary substance. The chemical formula for nickel contains one symbol: Ni. So, nickel is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, nickel is an elementary substance. The answer is B.",
+    "5189": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Carassius auratus is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nCarassius auratus is the organism's scientific name. So, you know that goldfish is the common name. The answer is B.",
+    "5190": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses an idiom, an expression that cannot be understood literally.\nA dime a dozen means abundant or common. The answer is A.",
+    "5200": "A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. Look for the friend who is heavier.\nA friend who weighs 25 pounds is heavier than a friend who weighs 24 pounds. So, to move the wagon at the same speed each time, Logan needs to use a larger force to start moving the wagon with a friend who weighs 25 pounds. The answer is B.",
+    "5203": "The colony is New Hampshire.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is C.",
+    "5208": "Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy, carbon dioxide, and water to produce sugars and oxygen.\nPhotosynthetic organisms also often have the following characteristics:\nThey are producers, which are organisms that make their own food inside their cells. Because producers make their own food, they typically do not eat other organisms.\nTheir cells contain chloroplasts, which are cell structures where photosynthesis occurs.\nTheir chloroplasts often contain a green substance called chlorophyll. Chlorophyll captures light energy from the Sun to power photosynthesis.\nThey use the sugars they produce during photosynthesis as food. This food provides energy that helps the organisms live, grow, and reproduce. This organism is photosynthetic:\nThe text tells you that giant kelp are producers and use carbon dioxide and water to make food inside their cells. This is evidence that the giant kelp is a photosynthetic organism.\nThis organism is not photosynthetic:\nThe text does not provide evidence that the leafy sea dragon is photosynthetic. The answer is B.",
+    "5210": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A green tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.\nA human is a mammal. It has hair and feeds its young milk.\nHumans are a type of animal called a primate. Monkeys and apes are also primates. The answer is B.",
+    "5211": "This country is Dominica. The answer is C.",
+    "5212": "A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. Look for the cart that is heavier.\nA cart holding 62 pounds is heavier than a cart holding 50 pounds. So, the cart holding 62 pounds needs a larger force to start moving at the same speed as the other cart. The answer is B.",
+    "5214": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. All three meatballs have the same mass but different temperatures. Since the 44\u00b0C meatball is the coldest, it has the least thermal energy. The answer is B.",
+    "5223": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA rough object feels scratchy when you touch it. The velcro is not rough.\nA colorful object has one or more bright colors. The velcro is colorful. The answer is B.",
+    "5226": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. Put the words in alphabetical order.\nSince dad is not between the guide words degree - doll, it would not be found on that page. The answer is A.",
+    "5238": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C.",
+    "5243": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to brush your teeth is 2 minutes.\n2 seconds is too fast. The answer is B.",
+    "5248": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince back is between the guide words book - bulletin, it would be found on that page. The answer is A.",
+    "5249": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion spartan is Greek history.\nSoldiers from the city of Sparta in ancient Greece were known for their self-restraint, self-discipline, and indifference to luxury.\nThe allusion spartan means simple and austere. The answer is A.",
+    "5254": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is A.",
+    "5256": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Duncan wants or needs:\nDuncan will give up the chance to be in the Theater Club. He would have had more fun in the Theater Club than in the Photography Club. The answer is B.",
+    "5258": "Cheyenne is the capital of Wyoming. The answer is A.",
+    "5270": "Sometimes a word doesn't belong with the other words in a group. These words are outliers.\nWhen you find an outlier, look at the words around it. The words in a group usually go together. For example, think about the words rarely, sometimes, usually, and new.\nsometimes\nusually\nnew\nrarely\nThese words show how often something happens. Usually and sometimes mean about the same thing. New and rarely don't fit in with the other words. The answer is D.",
+    "5272": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C.",
+    "5274": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "5287": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a bench is 11 feet.\n11 inches is too short. 11 yards and 11 miles are too long. The answer is B.",
+    "5298": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury The ad appeals to logos, or reason. It uses a graph to display information and uses specific figures (2x the meat). The answer is C.",
+    "5302": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince reduce is between the guide words riddle - rye, it would be found on that page. The answer is B.",
+    "5306": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with yellow pods or green pods, consider whether each phenotype is the dominant or recessive allele's version of the pod color trait. The question tells you that the d allele, which is for yellow pods, is recessive to the D allele, which is for green pods.\nYellow pods is the recessive allele's version of the pod color trait. A pea plant with the recessive version of the pod color trait must have only recessive alleles for the pod color gene. So, offspring with yellow pods must have the genotype dd.\nThere are 2 boxes in the Punnett square with the genotype dd. These boxes are highlighted below.\nGreen pods is the dominant allele's version of the pod color trait. A pea plant with the dominant version of the pod color trait must have at least one dominant allele for the pod color gene. So, offspring with green pods must have the genotype DD or Dd.\nThere are 2 boxes in the Punnett square with the genotype DD or Dd. These boxes are highlighted below.\nSo, the expected ratio of offspring with yellow pods to offspring with green pods is 2:2. This means that, on average, this cross will produce 2 offspring with yellow pods for every 2 offspring with green pods. The answer is E.",
+    "5308": "Concord is the capital of New Hampshire. The answer is D.",
+    "5311": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA soft object changes shape when pressed or squeezed. All four objects are soft.\nA lemon has a sour taste. The marshmallow is not sour.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The gold ring is shiny, but the apple is not.\nThe property that all four objects have in common is soft. The answer is B.",
+    "5313": "Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. Mutter about something has a more negative connotation. If you mutter about something, you speak about it in a quiet, annoyed way. The answer is B.",
+    "5316": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is C.",
+    "5333": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nTake him years to finish is an exaggeration, since it probably does not take him entire years to fetch coffee. The answer is A.",
+    "5335": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C.",
+    "5346": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Job is the Bible.\nIn the Bible, Job remains faithful and loyal to God, even after the unjust loss of his possessions, family, and health.\nThe allusion Job means someone who patiently endures adversity. The answer is A.",
+    "5351": "Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?\nFirst, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.\nAfter pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant. Seeds can be many shapes, colors, and sizes.\nSeeds can be small, like the seeds of a violet.\nThey can be large, like the seeds of a sunflower.\nSeeds can be red, like the seeds of a poppy.\nSeeds can be black, like the seeds of a crowberry.\nSeeds can be white, like the seeds of a sweet pea.\nSeeds can be round, like the seeds of a dandelion.\nSeeds can be oval, like the seeds of a pea. The answer is B.",
+    "5352": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles. The answer is B.",
+    "5355": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince market is between the guide words mechanic - monk, it would be found on that page. The answer is B.",
+    "5362": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. The muskmelon plant has two alleles for sweet fruit (f). So, the plant's genotype for the fruit taste gene is ff. The answer is B.",
+    "5389": "This state is New Jersey. The answer is D.",
+    "5400": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the box.\nThe jewelry box is made of two different materials. The box is made of wood, and the hinges are metal. The answer is A.",
+    "5408": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the Arctic hare.\nDuring the winter, the Arctic hare has thick fur covering its skin. Its skin is adapted for survival in cold places. The Arctic hare uses its fur to keep warm in cold weather.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the caribou has thick fur covering its skin. Its skin is adapted for survival in cold places.\nThe scarlet snake has thin, stretchy skin. Its skin is not adapted for survival in cold places. The answer is A.",
+    "5415": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers. Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe crocodile egg fossil is in a deeper layer in the rock sequence than the fern fossil. So, the crocodile egg fossil is most likely older than the fern fossil. The answer is A.",
+    "5416": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince oh is between the guide words oar - orphan, it would be found on that page. The answer is B.",
+    "5418": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. The two mugs of cider have the same mass but different temperatures. Since the 40\u00b0C mug of cider is hotter than the 30\u00b0C mug of cider, it has more thermal energy. The answer is A.",
+    "5421": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The hiker's hand applies a force to the litter. This force is a pull. The direction of this pull is toward her hand. The answer is A.",
+    "5441": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "5447": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Atlantic Ocean. The answer is B.",
+    "5456": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The force of Earth's gravity pulls the diver downward. The direction of the pull is toward the center of Earth. The answer is A.",
+    "5469": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nBert noticed that the wind was blowing in from the ocean this afternoon.\nThis passage tells you about the wind direction where Bert was this afternoon. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B.",
+    "5471": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A golden frog is an amphibian. It has moist skin and begins its life in water.\nFrogs live near water or in damp places. Most frogs lay their eggs in water.\nA cardinalfish is a fish. It lives underwater. It has fins, not limbs.\nCardinalfish often live near coral reefs. They are nocturnal, which means that they are active mostly at night. The answer is A.",
+    "5472": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. I wear an apron it keeps my dress clean is a run-on sentence. It has two sentences that are joined without end punctuation: I wear an apron and It keeps my dress clean. The answer is A.",
+    "5474": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA hard object does not change shape when pressed or squeezed. The dress is not hard.\nA soft object changes shape when pressed or squeezed. The dress is soft. The answer is B.",
+    "5475": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nTearing a piece of paper is a physical change. The paper tears into pieces. But each piece is still made of paper.\nStapling an envelope shut is a physical change. The envelope and the paper inside change shape. But they are still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B.",
+    "5476": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA sticky object can stick to other things. The soccer shorts are not sticky.\nBlue is a color.\nThis color is blue. Both objects are blue.\nThe property that both objects have in common is blue. The answer is A.",
+    "5490": "This country is Grenada. The answer is A.",
+    "5499": "This country is the Federated States of Micronesia. The answer is C.",
+    "5507": "Look at the table and images.\nMonica wants broccoli. Diana wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D.",
+    "5511": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the sturgeon.\nThe sturgeon's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding. The sturgeon uses its mouth to find food hidden in the sediment at the bottom of rivers, lakes, and the ocean.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bat ray's mouth is located on the underside of its head. Its mouth points downward. Its mouth is adapted for bottom feeding.\nThe emperor angelfish's mouth is not located on the underside of its head. Its mouth is not adapted for bottom feeding. The answer is A.",
+    "5522": "Diana wanted broccoli in her lunch and Gabby was hoping for tomatoes. Look at the labeled part of the images.\nDiana has tomatoes. Gabby has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is C.",
+    "5529": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Mr. Vincent is capitalized because it is a proper noun. The answer is B.",
+    "5533": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a lot on her plate suggests that Reba has many responsibilities. If you have a lot on your plate, you are busy with many different obligations. The answer is B.",
+    "5540": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is simple. It is a single independent clause.\nManny took several incredible panoramic photographs of the sweeping view from the top of Table Mountain. The answer is D.",
+    "5543": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of an ice skate is 12 inches.\n12 feet, 12 yards, and 12 miles are all too long. The answer is B.",
+    "5545": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A.",
+    "5547": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. The invention of the printing press was a new technology that made copying books faster and easier. So, the supply of books went up. The answer is A.",
+    "5548": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C.",
+    "5559": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2. The answer is C.",
+    "5563": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the bank.\nWhen Maria called the bank, she learned that her checking account was overdrawn. The answer is B.",
+    "5564": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "5573": "The city is San Antonio, Texas. Chicago, New York City, and San Francisco are marked with gray circles on the map below. The answer is A.",
+    "5584": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.\nThe pond has frozen over, so Nellie will go ice skating. The answer is A.",
+    "5589": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince boulder is not between the guide words bike - bridge, it would not be found on that page. The answer is B.",
+    "5592": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that your father wants you to work around the house more, because he doesn't want you to spend time with your friends. However, the fact that your father wants you to work around the house more doesn't necessarily suggest that he doesn't want you to spend time with your friends. This illustrates a type of logical fallacy known as a straw man. The answer is C.",
+    "5603": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two oranges are made of the same material and have the same mass. So, the hotter orange has more thermal energy. The answer is B.",
+    "5606": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA rough object feels scratchy when you touch it. The pineapple is not rough.\nA stretchy object gets longer when you pull on it. The pineapple is stretchy. The answer is B.",
+    "5611": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A.",
+    "5618": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A.",
+    "5623": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the short-tailed weasel.\nDuring the winter, the short-tailed weasel has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the Arctic fox has white fur covering its body. It is adapted to be camouflaged in the snow.\nThis screech owl has gray and brown feathers on its skin. It is not adapted to be camouflaged in the snow. The answer is A.",
+    "5625": "Mimicry is when one animal looks or acts like another animal. Mimicry can help an animal stay safe. For example, a harmless insect may look like a harmful insect. A harmless snake may look like a venomous snake. The answer is B.",
+    "5634": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Sacramento is the capital of California the state government meets there is a run-on sentence. It has two sentences that are joined without end punctuation: Sacramento is the capital of California and The state government meets there. The answer is B.",
+    "5637": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C.",
+    "5639": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun she could refer to Megan or Carly.\nMegan smiled and said hello when she ran into Carly at the post office.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nWhen Megan ran into Carly at the post office, she smiled and said hello. The answer is B.",
+    "5642": "This country is Samoa. The answer is A.",
+    "5648": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each pizza decreased, which means that the thermal energy of each pizza decreased. So, thermal energy was transferred from each pizza to the surroundings. The answer is B.",
+    "5651": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a water pitcher is 11 cups.\n11 fluid ounces is too little and 11 gallons is too much. The answer is C.",
+    "5663": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is C.",
+    "5664": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a can of soda pop is 345 milliliters.\n345 liters is too much. The answer is A.",
+    "5667": "Charleston is the capital of West Virginia. The answer is B.",
+    "5671": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks. This is a run-on sentence. It is formed from two sentences run together, joined without punctuation.\nThe first car that Mr. Castro bought is still the most precious in his collection it's a 1971 Chevrolet Chevelle.\nHere is one way to fix the run-on sentence:\nThe first car that Mr. Castro bought is still the most precious in his collection; it's a 1971 Chevrolet Chevelle. The answer is A.",
+    "5674": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A black howler's scientific name is Alouatta caraya.\nOvis orientalis does not have the same scientific name as a black howler. So, Alouatta caraya and Ovis orientalis are not in the same species.\nAlouatta caraya has the same scientific name as a black howler. So, these organisms are in the same species.\nOvis canadensis does not have the same scientific name as a black howler. So, Alouatta caraya and Ovis canadensis are not in the same species. The answer is B.",
+    "5683": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds. The words tune and back rhyme. They both end with the un sound.\nThe word pack does not rhyme. It ends with a different sound. The answer is C.",
+    "5691": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nBlue is a color.\nThis color is blue. The caramel corn and the chocolate syrup are not blue.\nSugar has a sweet taste. All three objects are sweet.\nA lemon has a sour taste. None of the objects are sour.\nThe property that all three objects have in common is sweet. The answer is A.",
+    "5694": "Trenton is the capital of New Jersey. The answer is B.",
+    "5696": "This country is New Zealand. The answer is D.",
+    "5697": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony. The answer is A.",
+    "5698": "A target is a good symbol for accuracy. The bull's-eye is the center of the target. If you throw a dart that hits the bull's-eye, the dart is accurate. The answer is A.",
+    "5710": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a bottle of hair spray is 10 fluid ounces.\n10 cups and 10 gallons are both too much. The answer is A.",
+    "5711": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.\nSusan finished her book, but she got two more from the library. The answer is B.",
+    "5720": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The second confirmation text message is more formal. It uses more elevated language (thank you for confirming your appointment). The other confirmation text message uses contractions (thanks, C U) and is more familiar (we'll see you). The answer is B.",
+    "5722": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun she could refer to Amy or Annie.\nAmy asked Annie to make a flourless chocolate cake for their book club meeting because she has a gluten allergy.\nThe first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nBecause Annie has a gluten allergy, Amy asked her to make a flourless chocolate cake for their book club meeting. The answer is A.",
+    "5724": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A cat is a mammal. Like other mammals, a cat is a vertebrate. It has a backbone.\nLike other spiders, an orb weaver is an invertebrate. It does not have a backbone. It has an exoskeleton. The answer is B.",
+    "5725": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the short-tailed weasel.\nDuring the winter, the short-tailed weasel has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe polar bear has white fur covering its body. It is adapted to be camouflaged in the snow.\nThe porcupine has black-and-white spines covering its body. It is not adapted to be camouflaged in the snow. The answer is A.",
+    "5726": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Bullseye's observable version of the fur color trait is brown fur. So, Bullseye's phenotype for the fur color trait is brown fur. The answer is B.",
+    "5734": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince accuse is not between the guide words another - away, it would not be found on that page. The answer is B.",
+    "5736": "Saint Paul is the capital of Minnesota. The answer is A.",
+    "5747": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked. The text uses an allusion, a brief reference to someone or something well known.\nThe allusion to an ark suggests that Christine thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds. The answer is B.",
+    "5748": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Idaho is farthest west. The answer is C.",
+    "5755": "A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping. The first sentence states a fact.\nThe United States government can collect taxes.\nIt can be proved by reading the U.S. Constitution.\nThe second sentence states an opinion.\nPeople are taxed too much.\nToo much shows what a person believes, thinks, or feels. Another person might have a different opinion about how much is too much. The answer is A.",
+    "5761": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, raise. The verb tells you about something that is going to happen. The answer is B.",
+    "5770": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nAn opaque object does not let light through. The ceramic mug is opaque, but the window, the ice cycle, and the water pitcher are not.\nA fragile object will break into pieces if you drop it. All four objects are fragile.\nYou can see clearly through a transparent object. The window and the ice cycle are transparent, but the ceramic mug and the water pitcher are not.\nThe property that all four objects have in common is fragile. The answer is A.",
+    "5774": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that two out of the eight planets are made mainly of rock. So, one-fourth, or 25%, of the planets are made mainly of rock. The answer is B.",
+    "5781": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is C.",
+    "5789": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nA skull is not a pure substance. But all minerals are pure substances.\nSo, a skull is not a mineral.\nQuartz is a mineral.\nHornblende is a mineral. The answer is C.",
+    "5795": "Concord is the capital of New Hampshire. The answer is D.",
+    "5801": "Phoenix is the capital of Arizona. The answer is A.",
+    "5805": "This country is the Marshall Islands.\nDoes the Marshall Islands have any territorial disputes?\nThe Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States claimed Wake Island in 1899 and has controlled it since then. But the Marshall Islands considers the island part of its territory. It says that its people have traveled to the island to gather food and resources for many years. Today, the island is mainly used by the U.S. Air Force. The answer is D.",
+    "5806": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Texas is farthest south. The answer is D.",
+    "5808": "Announce doesn't belong.\nSay and tell both name speaking out loud. The answer is B.",
+    "5812": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is B.",
+    "5816": "Look at the table and images.\nKevin wants broccoli. Aaliyah wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is B.",
+    "5828": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B.",
+    "5830": "All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. Living things use this energy to grow and change. All living things grow and change during their lives.\nAll living things sense changes in the world around them. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. A street lamp is not a living thing.\nStreet lamps do not have all of the traits of living things. They do not grow or respond to the world around them. They do not need food or water.\nA spruce tree is a living thing.\nSpruce trees grow and respond to the world around them. They need food and water. Spruce trees are plants. They make their own food using water, carbon dioxide, and energy from sunlight. The answer is B.",
+    "5836": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Australia. The answer is C.",
+    "5840": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two bath towels are made of the same material and have the same mass. So, the hotter bath towel has more thermal energy. The answer is A.",
+    "5845": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells about something, and it ends with a period. It is a declarative sentence. The answer is B.",
+    "5859": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nLet go is an indirect way of saying that people were fired. The answer is A.",
+    "5864": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B.",
+    "5871": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a paper drinking cup is 150 milliliters.\n150 liters is too much. The answer is B.",
+    "5876": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a garden snail is 35 millimeters.\n35 centimeters and 35 meters are both too long. The answer is A.",
+    "5880": "Holi celebrates the beginning of spring.\nHoli is a festival of colors. It is a time when people throw colored powder and water on each other. The answer is C.",
+    "5881": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word for is not important, so it should not be capitalized.\nThe correct title is Bad Kitty for President. The answer is B.",
+    "5886": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. An ocean sunfish is a fish. It lives underwater. It has fins, not limbs.\nOcean sunfish have a flat body and wide fins. They sometimes swim to the ocean's surface to rest in the sun.\nA wombat is a mammal. It has fur and feeds its young milk.\nWombats have strong claws on their front feet. They use their claws to dig underground holes called burrows.\nA barn owl is a bird. It has feathers, two wings, and a beak.\nBarn owls live on every continent except Antarctica.\nA flamingo is a bird. It has feathers, two wings, and a beak.\nFlamingos live in large groups. These groups are called flocks. The answer is A.",
+    "5888": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is B.",
+    "5889": "All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. A ferris wheel is not a living thing.\nA ferris wheel does not have all the traits of a living thing. It moves in a circle, but it does not grow. It does not need food or water.\nA toy car is not a living thing.\nA toy car does not have all the traits of a living thing. It does not grow or respond to the world around it. It does not need food or water.\nA crayon is not a living thing.\nA crayon does not have all the traits of a living thing. It does not grow or respond to the world around it. It does not need food or water.\nA hedge maze is not a living thing.\nA hedge maze does not have all the traits of a living thing. It moves in a straight line, but it does not grow. It does not need food or water. The answer is D.",
+    "5890": "Dover is the capital of Delaware. The answer is B.",
+    "5893": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses a pun, a word or phrase that humorously suggests more than one meaning.\nImpossible to put down means that the book is so good that it is hard to stop reading. The phrase impossible to put down is also a joke about anti-gravity: if gravity pulls things down, perhaps anti-gravity does the opposite and makes them impossible to put down. The answer is A.",
+    "5900": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses overly simple or imprecise language (some things, bring up).\nThe first sentence uses more precise language, so it is more formal overall. The answer is A.",
+    "5901": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince shower is not between the guide words seven - strange, it would not be found on that page. The answer is B.",
+    "5903": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince scooter is not between the guide words shop - swept, it would not be found on that page. The answer is B.",
+    "5912": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is A.",
+    "5913": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A dwarf crocodile is a reptile. It has scaly, waterproof skin.\nA gorilla is a mammal. It has fur and feeds its young milk. The answer is A.",
+    "5919": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion We're not in Kansas anymore is a movie.\nIn the 1939 film The Wizard of Oz, Dorothy, a young farm girl from Kansas, finds herself in Oz, an unusual place that looks nothing like her home. She says to her dog, \"Toto, I've a feeling we're not in Kansas anymore.\"\nThe allusion We're not in Kansas anymore means we're in an unfamiliar place. The answer is A.",
+    "5922": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B.",
+    "5925": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. Look at the picture of the common swift.\nA short, thin beak is light and easy to move. The common swift uses its beak to grab fast-moving insects while flying.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe barn swallow has a short, thin beak. Its beak is adapted to catch insects.\nThe hanging parrot has a small hooked beak. Its beak is not adapted to catch insects. The hanging parrot uses its beak to eat fruit and seeds. The answer is B.",
+    "5933": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A tawny owl's scientific name is Strix aluco. The first word of its scientific name is Strix.\nGoura cristata is in the genus Goura. The first word of its scientific name is Goura. So, Goura cristata and Strix aluco are not in the same genus.\nCyanocitta cristata is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta cristata and Strix aluco are not in the same genus.\nThis organism and the tawny owl are in the same genus and the same species! Both organisms have the same scientific name, Strix aluco. The answer is B.",
+    "5934": "Nashville is the capital of Tennessee. The answer is B.",
+    "5940": "A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw. The second sentence states a fact.\nFor thousands of years, the natives of Greenland used kayaks for hunting and fishing.\nIt can be proved by looking up the history of kayaks.\nThe first sentence states an opinion.\nPaddling a kayak down a river is the most unforgettable experience.\nMost unforgettable shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes an experience unforgettable. The answer is B.",
+    "5946": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses nauseous in its traditional sense: causing disgust or nausea.\nLara's little brother looked a little nauseous after eating mounds of candy and then going on the dizzying rides at the state fair.\nThe second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nLara's little brother looked a little sick after eating mounds of candy and then going on the nauseous rides at the state fair.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard. The answer is B.",
+    "5956": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is C.",
+    "5959": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word in is not important, so it should not be capitalized.\nThe correct title is \"The Wolf in Sheep's Clothing.\" The answer is B.",
+    "5961": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Krysta doesn't have school spirit, because she doesn't go to football games. However, there may be a number of reasons why Krysta doesn't go to football games. This illustrates a type of logical fallacy known as a false dichotomy. The answer is A.",
+    "5975": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Flexible is a property. A flexible material can be bent without breaking easily.\nLook at each picture, one at a time. Imagine bending the material shown in each picture.\nOf the choices, the plastic ball is more flexible. If you squeeze a plastic ball, it will not break. The answer is B.",
+    "5978": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBleaching clothes is a chemical change. The bleach reacts with dark stains on the clothes. The reaction changes the stains into different types of matter that wash away easily.\nA piece of apple turning brown is a chemical change. The apple reacts with oxygen in the air and turns into a different type of matter.\nIf you scrape off the brown layer of the apple, the inside is still white. The inside hasn't touched the air. So the chemical change didn't happen to that part of the apple.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C.",
+    "5981": "Oklahoma City is the capital of Oklahoma. The answer is B.",
+    "5986": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. None of the objects are transparent.\nA slippery object is hard to hold onto or stand on. All three objects are slippery.\nA bouncy object will bounce back from the floor if you drop it. The wet bar of soap and the yogurt are not bouncy.\nThe property that all three objects have in common is slippery. The answer is C.",
+    "5990": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. The Channel catfish's observable version of the body color trait is a brown body. So, the catfish's phenotype for the body color trait is a brown body. The answer is A.",
+    "5991": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the bear sedge.\nThere are two arrows pointing to the collared lemming. One arrow starts from the bear sedge. The other arrow starts from the lichen. The lichen does not have any arrows pointing to it. So, in this food web, matter does not move from the bear sedge to the collared lemming. The answer is B.",
+    "5992": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "5994": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nIguazu Falls is one of the largest waterfalls in the world. It is located in South America. Low rainfall in 1978 caused the falls to run dry that year.\nThe underlined part of the passage tells you about the amount of rainfall at Iguazu Falls in 1978. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B.",
+    "5995": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. Look at the picture of the hawfinch.\nThe hawfinch has a short, thick beak. Its beak is adapted to crack hard seeds. The hawfinch uses its short, thick beak to press down on a seed and crack open its hard shell.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe Asian golden weaver has a short, thick beak. Its beak is adapted to crack hard seeds.\nThe common swift has a long, thin beak. Its beak is not adapted to crack hard seeds. The common swift uses its beak to eat insects and other small invertebrates. The answer is B.",
+    "5998": "Olympia is the capital of Washington. The answer is C.",
+    "6001": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that of the eight planets, two are made mainly of gas and two are made mainly of ice. So, four of the eight, or half, of the planets are made mainly of gas or ice. The answer is B.",
+    "6005": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. A wombat is an animal. It eats plants.\nWombats have strong claws. They use their claws to dig tunnels called burrows.\nA maple tree is a plant. It has star-shaped leaves.\nMaple trees have green leaves in the spring and summer. In the fall, their leaves turn yellow, red, or brown. The answer is A.",
+    "6008": "This state is Missouri. The answer is A.",
+    "6020": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the lichen.\nThe only arrow pointing to the grizzly bear starts from the barren-ground caribou. The only arrow pointing to the barren-ground caribou starts from the lichen. The answer is A.",
+    "6023": "Both of the African wild dogs have four legs.\nAfrican wild dogs have long, thin legs. They can run fast, and they use their legs to walk and hunt.\nThis picture shows two African wild dogs running. The answer is B.",
+    "6028": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the door.\nThe door is made of two different materials. The answer is A.",
+    "6029": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.\nAn avid reader, Philip attends weekly book club meetings, and he finishes several novels every month. The answer is D.",
+    "6037": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Senator Fischer hates children, because she wants to cut education funding. However, the fact that Senator Fischer wants to cut education funding doesn't necessarily suggest that she hates children. This illustrates a type of logical fallacy known as a straw man. The answer is A.",
+    "6046": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Cinderella is a fairy tale.\nThe allusion Cinderella means a fairy tale. The answer is A.",
+    "6051": "This country is The Bahamas. The answer is B.",
+    "6052": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. An orange tree is a plant. It can grow fruit.\nOrange trees grow in sunny, warm places. They can be damaged by cold weather.\nAn orca is an animal. It swims in the ocean.\nOrcas are mammals that live in the ocean. They have flippers instead of arms! The answer is A.",
+    "6054": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "6072": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Sage's genotype for the coat color gene is ll. Sage's genotype of ll has only l alleles. The l allele is for a reddish-brown coat. So, Sage's phenotype for the coat color trait must be a reddish-brown coat.\nTo check this answer, consider whether Sage's alleles are dominant or recessive. The allele for a reddish-brown coat (l) is recessive to the allele for a black coat (L). This means L is a dominant allele, and l is a recessive allele.\nSage's genotype of ll has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Sage's phenotype for the coat color trait must be a reddish-brown coat. The answer is B.",
+    "6078": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is A.",
+    "6083": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. A famous group will sing here on Saturday is a complete sentence. The subject is a famous group, and the verb is will sing. The answer is A.",
+    "6091": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 5 solute particles on the left side of the membrane and 7 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 6 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right. The answer is A.",
+    "6092": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word man is not important, so it should not be capitalized.\nThe correct title is The Elephant Man. The answer is B.",
+    "6096": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n An agile wallaby's scientific name is Macropus agilis. The first word of its scientific name is Macropus.\nLacerta agilis and Macropus agilis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Lacerta agilis and Macropus agilis have the same species name within their genus, agilis. But the first words of their scientific names are different. Lacerta agilis is in the genus Lacerta, and Macropus agilis is in the genus Macropus.\nThis organism and the agile wallaby are in the same genus and the same species! Both organisms have the same scientific name, Macropus agilis.\nHyla cinerea is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla cinerea and Macropus agilis are not in the same genus. The answer is A.",
+    "6099": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles. The answer is C.",
+    "6112": "Olympia is the capital of Washington. The answer is D.",
+    "6115": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in London, look at the graph.\nChoice \"May\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Nov\" is incorrect.\nJuly has an average monthly precipitation of about 80 millimeters. This is higher than in any other month. So, July has the lowest average precipitation in London. The answer is B.",
+    "6116": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince is between the guide words serape - spice. It would be found on that page. The answer is B.",
+    "6118": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B.",
+    "6120": "This country is Trinidad and Tobago. The answer is B.",
+    "6123": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A green tree frog's scientific name is Hyla cinerea. The first word of its scientific name is Hyla.\nStrix aluco is in the genus Strix. The first word of its scientific name is Strix. So, Strix aluco and Hyla cinerea are not in the same genus.\nArdea cinerea and Hyla cinerea are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Ardea cinerea and Hyla cinerea have the same species name within their genus, cinerea. But the first words of their scientific names are different. Ardea cinerea is in the genus Ardea, and Hyla cinerea is in the genus Hyla.\nThis organism and the green tree frog are in the same genus and the same species! Both organisms have the same scientific name, Hyla cinerea. The answer is C.",
+    "6125": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Moxie's genotype for the wool color gene is ll. Moxie's genotype of ll has only l alleles. The l allele is for black wool. So, Moxie's phenotype for the wool color trait must be black wool.\nTo check this answer, consider whether Moxie's alleles are dominant or recessive. The allele for black wool (l) is recessive to the allele for white wool (L). This means L is a dominant allele, and l is a recessive allele.\nMoxie's genotype of ll has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Moxie's phenotype for the wool color trait must be black wool. The answer is A.",
+    "6127": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The second sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction if.\nIf we hike Bright Angel Trail in the Grand Canyon, we won't see Mooney Falls. The answer is B.",
+    "6129": "This state is Colorado. The answer is A.",
+    "6133": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. A bison is an animal. It eats mostly grass.\nMale bison can use their horns to defend themselves.\nA pear tree is a plant. It has green leaves.\nPeople first grew pear trees in ancient times. The answer is A.",
+    "6138": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. This sentence uses a metaphor:\nMr. Casey's long legs were sunflower stalks.\nThe words legs and sunflower stalks are compared without the word like or as.\nThis sentence uses a simile:\nMr. Casey's legs were as long as sunflower stalks.\nThe words legs and sunflower stalks are compared using the word as. The answer is A.",
+    "6144": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A white stork is a bird. It has feathers, two wings, and a beak.\nStorks wade in shallow water to look for food. Storks eat fish, insects, worms, and other small animals.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years. The answer is B.",
+    "6145": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Maine is farthest east. The answer is B.",
+    "6152": "Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height. In this experiment, Martina investigated whether spraying air plants every day affects them. So, the plants that were soaked in water and sprayed were part of an experimental group.\nThe plants that were only soaked in water were not sprayed. So, they were not part of an experimental group. The answer is A.",
+    "6162": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a lot on her plate suggests that Devon has many responsibilities. If you have a lot on your plate, you are busy with many different obligations. The answer is B.",
+    "6163": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a lot on her plate suggests that Rachel has many responsibilities. If you have a lot on your plate, you are busy with many different obligations. The answer is A.",
+    "6164": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C.",
+    "6179": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses factoid in its traditional sense: something made up presented as a true fact.\nThe Livingston Daily Mail was forced to issue a retraction after printing a factoid about Livingston's founder. It turned out that the reporter had written the article based on local legend rather than researching the actual history.\nThe first text uses factoid in its nontraditional sense: a trivial but true fact.\nA reporter for the Livingston Daily Mail dug up an amusing factoid about Livingston's founder while researching for an article about the town's early years.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard. The answer is A.",
+    "6184": "The answer is C.",
+    "6185": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A.",
+    "6186": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. On that winter morning, Brittany's hands were as cold as ice.\nThe words hands and ice are compared using the word as. So, the sentence uses a simile. The answer is B.",
+    "6187": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince persuade is between the guide words prey - punch, it would be found on that page. The answer is A.",
+    "6188": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Over the summer, my cousin Reba visited many times is a complete sentence. The subject is my cousin Reba, and the verb is visited. The answer is A.",
+    "6193": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun them could refer to the citizens or several competent city council members.\nThe citizens of Oakland have elected several competent city council members, but the mayor's office has prevented them from significantly influencing policy.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nSeveral competent city council members have been elected in Oakland, but the mayor's office has prevented the council members from significantly influencing policy. The answer is B.",
+    "6201": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A.",
+    "6204": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses an idiom (in hot water).\nThe first sentence uses formal language in place of the idiom, so it is more formal overall. The answer is B.",
+    "6207": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is North America. The answer is B.",
+    "6212": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is E.",
+    "6214": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A movie should be in italics.\nThe correct title is **In an Old House**. The answer is B.",
+    "6215": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is A.",
+    "6219": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A.",
+    "6222": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA piece of pizza rotting is a chemical change. The matter in the pizza breaks down and slowly turns into a different type of matter.\nCooking an egg is a chemical change. The heat causes the matter in the egg to change. Cooked egg and raw egg are different types of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nCooking is caused by heating. But a piece of pizza rotting is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is A.",
+    "6223": "Evidence is information that tells you something happened.\nHow do you look for evidence of a change to Earth's surface?\nThere are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.\nHere are some examples of what the evidence for different changes might be:\nCause of the change | Evidence of the change\nearthquake | cracks in the ground; houses with broken walls and roofs\nvolcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground\nerosion | a canyon with a river flowing through it; a river carrying sand and mud\nBe careful when you are looking for evidence!\nA picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!\nFor example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.\n The answer is A.",
+    "6232": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nPut their dog to sleep is a more indirect way of saying have the veterinarian kill their dog. The answer is A.",
+    "6245": "A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. To determine if there is a net force on Valeria, look at the forces:\nEarth's gravity is pulling Valeria down with a force of 600 N.\nThe seat of the cart is pushing Valeria up with a force of 1,200 N.\nThe forces are in opposite directions, and the forces have different magnitudes: 600 N and 1,200 N. This means that the forces are unbalanced, so there is a net force on Valeria. The answer is A.",
+    "6257": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A black-tailed jackrabbit's scientific name is Lepus californicus.\nErinaceus europaeus does not have the same scientific name as a black-tailed jackrabbit. So, Lepus californicus and Erinaceus europaeus are not in the same species.\nSciurus vulgaris does not have the same scientific name as a black-tailed jackrabbit. So, Lepus californicus and Sciurus vulgaris are not in the same species.\nLepus californicus has the same scientific name as a black-tailed jackrabbit. So, these organisms are in the same species. The answer is A.",
+    "6263": "Raleigh is the capital of North Carolina. The answer is A.",
+    "6266": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that the four largest planets are Jupiter, Saturn, Uranus, and Neptune. Jupiter and Saturn are made mainly of gas. Uranus and Neptune are made mainly of ice. So, of the four largest planets, two are made mainly of gas. The answer is B.",
+    "6269": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the coat.\nThe coat is made of two materials. The buttons are made of plastic. The rest of the coat is made of red wool.\nRed wool comes from the fluffy coats of sheep! First, a farmer cuts the sheep's coats. Then, the wool is spun into yarn. The yarn can be dyed and used to make clothes. The answer is B.",
+    "6278": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nDownsizing is an indirect way of saying that the company is planning on firing employees, closing shops or branches, and/or reducing its budget. The answer is A.",
+    "6283": "A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping. The first sentence states a fact.\nSome mosquitoes carry germs that can cause diseases like yellow fever.\nIt can be proved by looking up information about mosquitoes.\nThe second sentence states an opinion.\nThe worst diseases are spread to humans by mosquitoes.\nWorst shows what a person believes, thinks, or feels. Another person might have a different opinion about which diseases are the worst. The answer is A.",
+    "6290": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the coat.\nThe coat is made of two materials. The buttons are made of plastic. The rest of the coat is made of wool.\nWool comes from the fluffy coats of sheep! First, a farmer cuts the sheep's coats. Then, the wool is spun into yarn. The yarn can be dyed and used to make clothes. The answer is B.",
+    "6291": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A flamingo is a bird. It has feathers, two wings, and a beak.\nA gray tree frog is an amphibian. It has moist skin and begins its life in water. The answer is A.",
+    "6293": "Rocks are made of minerals. Here are some properties of rocks:\nThey are solid.\nThey are formed in nature.\nThey are not made by living things.\nThey are not pure substances. Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.\nGabbro is a rock.\nRhyolite is a rock.\nSteel is made in a factory. But all rocks are formed in nature.\nSo, steel is not a rock. The answer is A.",
+    "6304": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA smooth object is not scratchy or slippery. The tree bark is not smooth.\nA slippery object is hard to hold onto or stand on. The tree bark is not slippery.\nA scratchy object is rough and itchy against your skin. All three objects are scratchy.\nThe property that all three objects have in common is scratchy. The answer is B.",
+    "6306": "Look at the table and images.\nNaomi wants broccoli. Emilia wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is C.",
+    "6307": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Susan's bedroom is neat she puts everything away is a run-on sentence. It has two sentences that are joined without end punctuation: Susan's bedroom is neat and She puts everything away. The answer is A.",
+    "6308": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nYellow is a color.\nThis color is yellow. The corn on the cob is yellow.\nA scratchy object is rough and itchy against your skin. The corn on the cob is not scratchy. The answer is B.",
+    "6316": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Professor Powell's research is untrustworthy because someone else at her university was caught falsifying data. However, this isn't necessarily true. The practices of one researcher at a university do not necessarily reflect the practices of another researcher at the same university. This illustrates a type of logical fallacy known as guilt by association. The answer is A.",
+    "6323": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas. The bubbles in soda are a liquid. A liquid takes the shape of any container it is in.\nIf you pour soda into a different container, the bubbles will take the shape of that container. But the bubbles will still take up the same amount of space. The answer is C.",
+    "6326": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Nevada is farthest west. The answer is B.",
+    "6327": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between Sanjay and the center of Earth changed.\nThe summit of the mountain was higher than the point where Sanjay started hiking. As he hiked toward the summit, the distance between Sanjay and the center of Earth increased. So, the gravitational potential energy stored between Sanjay and Earth increased as he hiked toward the summit. The answer is C.",
+    "6329": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees. Look at the picture of the bearded dragon.\nWhen frightened, the bearded dragon can spread out its spiny scales to appear larger and more dangerous. If a predator is nearby, the bearded dragon will spread out its spiny scales to scare it away.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe spectacled cobra has a hood around its neck. It uses its neck to appear larger and more dangerous to a predator.\nThe lace monitor has a small neck. Its neck is not adapted to help it appear larger and more dangerous to a predator. The answer is B.",
+    "6331": "Boise is the capital of Idaho. The answer is B.",
+    "6334": "Cheyenne is the capital of Wyoming. The answer is B.",
+    "6338": "Montpelier is the capital of Vermont. The answer is A.",
+    "6345": "Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.\nScientists use both ball-and-stick models and chemical formulas to represent molecules.\nA ball-and-stick model of a molecule is shown below.\nThe balls represent atoms. The sticks represent the chemical bonds between the atoms.\nNotice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.\nEvery chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.\nThe molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.\nThe chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.\nIn chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.\nThe symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance. H is the symbol for hydrogen. O is the symbol for oxygen. This ball-and-stick model shows a molecule with two hydrogen atoms and one oxygen atom.\nThe chemical formula will contain the symbols H and O. There are two hydrogen atoms, so H will have a subscript of 2. There is one oxygen atom, so O will not have a subscript.\nThe correct formula is H2 O2.\nThe diagram below shows how each part of the chemical formula matches with each part of the model above. The answer is A.",
+    "6365": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Hazel wants or needs:\nHazel will give up the chance to watch the movie that she is more excited about. The answer is A.",
+    "6371": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B.",
+    "6372": "Indianapolis is the capital of Indiana. The answer is B.",
+    "6375": "The elevation of a place is its height above or below sea level.\nSome places are higher elevation than others. Mountains, for example, are usually higher elevation than valleys. The tops of mountains are usually the highest elevation places in an area. So, the mountains are at a higher elevation than the valley below. The answer is C.",
+    "6376": "All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. A pebble is not a living thing.\nPebbles do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nA cabbage is a living thing.\nCabbages grow and respond to their environment. They need food and water. Cabbages are made up of many cells.\nCabbages are plants. They make their own food using water, carbon dioxide, and energy from sunlight.\nA ferris wheel is not a living thing.\nFerris wheels do not have all of the traits of living things. They move in a circle, but they do not grow. They do not need food or water.\nA television is not a living thing.\nTelevisions do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water. The answer is B.",
+    "6377": "Sarah wanted broccoli in her lunch and Dave was hoping for tomatoes. Look at the labeled part of the images.\nSarah has tomatoes. Dave has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is A.",
+    "6378": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word but is not important, so it should not be capitalized.\nThe correct title is No Time but Now. The answer is A.",
+    "6381": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, Masoala National Park has year-round rain. It also has many different types of organisms. The answer is A.",
+    "6387": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Australia. The answer is A.",
+    "6391": "Cheyenne is the capital of Wyoming. The answer is D.",
+    "6400": "Annapolis is the capital of Maryland. The answer is C.",
+    "6406": "Salem is the capital of Oregon. The answer is B.",
+    "6408": "The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is C.",
+    "6410": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine Chirpie's phenotype for the body feather color trait. First, consider the alleles in Chirpie's genotype for the body feather color gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for blue body feathers (b) is recessive to the allele for green body feathers (B). This means B is a dominant allele, and b is a recessive allele.\nChirpie's genotype of Bb has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Chirpie's phenotype for the body feather color trait must be green body feathers. The answer is B.",
+    "6412": "Look at the table and images.\nTara wants broccoli. Jeremiah wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D.",
+    "6442": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Flexible is a property. A flexible material can be bent without breaking easily.\nLook at each picture, one at a time. Imagine bending the material shown in each picture.\nOf the choices, the nylon shorts are more flexible. If you fold nylon fabric, it will not break. The answer is A.",
+    "6445": "Tallahassee is the capital of Florida. The answer is A.",
+    "6454": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is C.",
+    "6455": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that wearing expensive clothes will lead to a raise. However, that's not necessarily true. For instance, a boss might give raises to employees who wear expensive clothes for any number of reasons unrelated to the employees' clothing. This illustrates a type of logical fallacy known as false causation. The answer is A.",
+    "6457": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether ethane is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of ethane is composed of eight hydrogen atoms and two carbon atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that ethane is composed of two chemical elements: hydrogen and carbon. Since ethane is composed of multiple chemical elements bonded together, ethane is a compound. The answer is B.",
+    "6467": "Look at the passage. It tells you why young Mae looked at the stars.\nMae Jemison always wanted to go to space. As a child, she looked at the stars and dreamed of flying there. She also liked to read books about stars, planets, and space. The answer is B.",
+    "6469": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "6470": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. Dry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation. The answer is A.",
+    "6472": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A.",
+    "6482": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. My little brother is as sweet as pie.\nThe words brother and pie are compared using the word as. So, the sentence uses a simile. The answer is B.",
+    "6502": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas. The air moving through a trombone is a gas. A gas expands to fill a space.\nThe air in a trombone expands to fill all the space inside the trombone. When air leaves the trombone, the air expands to fill a much larger space. The answer is A.",
+    "6504": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between the sled and the center of Earth changed.\nThe bottom of the hill was lower than the point where Tammy started sledding. As Tammy rode toward the bottom of the hill, the distance between the sled and the center of Earth decreased. So, the gravitational potential energy stored between the sled and Earth decreased as Tammy rode down the hill. The answer is C.",
+    "6517": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the leopard.\nThe leopard has a large mouth and sharp teeth. Its mouth is adapted to tear through meat. The leopard uses its large mouth to grab its prey. It uses its sharp teeth to cut up the meat of the prey into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Eurasian lynx has a large mouth and sharp teeth. Its mouth is adapted to tear through meat.\nThe aardvark has a long tube-shaped mouth and a few, small teeth. It does not have sharp teeth. So, its mouth is not adapted to tear through meat. The aardvark uses its mouth to get insects out of holes and burrows. The answer is B.",
+    "6525": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nOn February 12, 1894, a record high wind speed of 87 miles per hour was recorded in Chicago.\nThis passage tells you about the wind speed in Chicago on February 12, 1894. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A.",
+    "6534": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nThe Sahara Desert covers a large part of northern Africa. It does not get much rainfall each year.\nThe underlined part of the passage tells you about the usual pattern of precipitation in the Sahara Desert. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A.",
+    "6535": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A.",
+    "6536": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses overly simple or imprecise language (has, a gig).\nThe first sentence uses more precise language, so it is more formal overall. The answer is B.",
+    "6537": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses nauseous in its traditional sense: causing disgust or nausea.\nEveryone seemed to enjoy the magnolia-scented candle, but Zachary found the smell rather nauseous.\nThe first text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nEveryone seemed to enjoy the magnolia-scented candle, but Zachary felt rather nauseous.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard. The answer is B.",
+    "6539": "This country is Australia.\nIs Australia a country or a continent?\nBoth! Australia is a country in Oceania, a region made up of many lands and islands in the Pacific Ocean. Many people say that Australia is the world's smallest continent. But some people call Oceania a continent instead. The answer is D.",
+    "6541": "Lincoln is the capital of Nebraska. The answer is C.",
+    "6542": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA shiny object reflects a lot of light. Both objects are shiny.\nA scratchy object is rough and itchy against your skin. The metal foil is not scratchy.\nThe property that both objects have in common is shiny. The answer is A.",
+    "6546": "Columbia is the capital of South Carolina. The answer is A.",
+    "6553": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the magnifying glass.\nThe magnifying glass is made of two different materials. The handle is made of red plastic, and the rest of the magnifying glass is made of glass. The answer is A.",
+    "6557": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the piranha.\nThe piranha has large, sharp teeth. Its mouth is adapted for tearing through meat. The piranha uses its teeth to cut up meat into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe starry moray has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat.\nThe copperband butterflyfish has a small, narrow mouth. Its mouth is not adapted for tearing through meat. The answer is A.",
+    "6558": "The colony is Rhode Island. The answer is D.",
+    "6560": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A.",
+    "6573": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Flicka's observable version of the wool color trait is white wool. So, Flicka's phenotype for the wool color trait is white wool. The answer is B.",
+    "6574": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A prairie grassland is a type of ecosystem. Prairie grasslands have the following features: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. So, the Buffalo Gap National Grassland has hot summers. It also has soil that is rich in nutrients. The answer is A.",
+    "6576": "New York City is the capital of New York. The answer is A.",
+    "6577": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. Look at the distance each blue whale moved and the time it took to move that distance.\nOne blue whale moved 40 miles in 5 hours.\nThe other blue whale moved 55 miles in 5 hours.\nNotice that each blue whale spent the same amount of time moving. The blue whale that moved 40 miles moved a shorter distance in that time. So, that blue whale must have moved at a lower speed. The answer is B.",
+    "6578": "This country is Samoa. The answer is C.",
+    "6585": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun it could refer to the vinyl album or Mr. Terry's old record player.\nJust as Mr. Terry was about to play the vinyl album on his old record player, it broke.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nThe vinyl album broke just as Mr. Terry was about to play it on his old record player. The answer is A.",
+    "6588": "Des Moines is the capital of Iowa. The answer is B.",
+    "6591": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a limousine is 6 yards.\n6 inches and 6 feet are both too short. The answer is A.",
+    "6608": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is B.",
+    "6609": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait. The answer is A.",
+    "6611": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince lucky is between the guide words laid - lizard, it would be found on that page. The answer is B.",
+    "6619": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince dozen is between the guide words dine - drown, it would be found on that page. The answer is A.",
+    "6620": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. The Channel catfish has one allele for a brown body (B) and one allele for a white body (b). So, the catfish's genotype for the body color gene is Bb. The answer is A.",
+    "6624": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a bicycle is 19 pounds.\n19 ounces is too light and 19 tons is too heavy. The answer is B.",
+    "6626": "Oklahoma City is the capital of Oklahoma. The answer is C.",
+    "6635": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. A seal is an animal. It eats fish.\nSeals have flippers instead of arms! They use their flippers to swim underwater or to crawl on the beach.\nAn avocado tree is a plant. It has green leaves.\nThe leaves of avocado trees are called green. The answer is A.",
+    "6636": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to make a paper airplane is 50 seconds.\n50 hours is too slow. The answer is A.",
+    "6637": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion down the rabbit hole is literature.\nLewis Carroll's Alice's Adventures in Wonderland tells the story of a young girl who follows a white rabbit down a rabbit hole and finds herself in a series of adventures in a surreal world.\nThe allusion down the rabbit hole means on a strange or difficult exploration. The answer is A.",
+    "6646": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nThe air was muggy and humid today where Eli lives.\nHumidity is the amount of water in the air.\nThis passage tells you about the humidity today where Eli lives. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B.",
+    "6648": "Sometimes, you need to make a decision.\nWhen you have to decide, it is often helpful to list the options.\nThen, decide which option is the best.\nNever let a problem go unsolved.\nIf you have a problem, write it down and think about how you can solve it.\nDone means completed.\nThe work is done.\nAlways means always.\nI always arrive at work by 9:00 a.m.\nSometimes means at times.\nSometimes, I eat lunch at home. The answer is C.",
+    "6652": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun they could refer to the Griffins or their relatives.\nThe Griffins see their relatives whenever they visit Florida.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nWhenever the Griffins visit Florida, they see their relatives. The answer is B.",
+    "6660": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick has twice as much thermal energy as a 1-kilogram brick. The two bricks are made of the same material and have the same temperature. So, the hotter brick has more thermal energy. The answer is A.",
+    "6662": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. This sentence uses a metaphor:\nThe cat's silver eyes were two shiny coins.\nThe words eyes and coins are compared without the word like or as.\nThis sentence uses a simile:\nThe cat's silver eyes were like two shiny coins.\nThe words eyes and coins are compared using the word like. The answer is A.",
+    "6671": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The first order confirmation is more formal. It uses more elevated language (will send a confirmation, as soon as). The other order confirmation uses contractions (we'll, ASAP) and sounds more conversational. The answer is B.",
+    "6685": "Little Rock is the capital of Arkansas. The answer is D.",
+    "6686": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1. The answer is A.",
+    "6687": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince butler is between the guide words bathtub - blend, it would be found on that page. The answer is B.",
+    "6691": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, change. The verb tells you about something that is true or happening now. The answer is C.",
+    "6697": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B.",
+    "6710": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Lady's observable version of the wool color trait is white wool. So, Lady's phenotype for the wool color trait is white wool. The answer is B.",
+    "6712": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C.",
+    "6713": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Secondary consumers eat primary consumers, and primary consumers eat producers. So, in a food web, secondary consumers have arrows pointing to them from primary consumers. Primary consumers have arrows pointing to them from producers.\nThe sea urchin has an arrow pointing to it from the kelp. The kelp is not a primary consumer. So, the sea urchin is not a secondary consumer.\nThe orca has an arrow pointing to it from the sea otter. The sea otter is a primary consumer, so the orca is a secondary consumer.\nThe kelp bass has arrows pointing to it from the plainfin midshipman and the black rockfish. The plainfin midshipman and the black rockfish are primary consumers, so the kelp bass is a secondary consumer.\nThe kelp does not have any arrows pointing to it. So, the kelp is not a secondary consumer.\nThe zooplankton has an arrow pointing to it from the phytoplankton. The phytoplankton is a producer, so the zooplankton is a primary consumer. The answer is C.",
+    "6717": "Denver is the capital of Colorado. The answer is B.",
+    "6726": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. The glass bottle is transparent, but the car bumper is not.\nA rough object feels scratchy when you touch it. The tree bark is rough, but the shield is not.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.\nThe property that all three objects have in common is shiny. The answer is B.",
+    "6728": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A chameleon is a reptile. Like other reptiles, a chameleon is a vertebrate. It has a backbone.\nA dung beetle is an insect. Like other insects, a dung beetle is an invertebrate. It does not have a backbone. It has an exoskeleton.\nLike other crabs, a blue crab is an arthropod. Arthropods are invertebrates. They do not have a backbone. They have an exoskeleton.\nLike other jellyfishes, a crown jellyfish is an invertebrate. It does not have a backbone. It has a soft body. The answer is B.",
+    "6729": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C.",
+    "6732": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, spend. The verb tells you about something that is going to happen. The answer is B.",
+    "6734": "Cheyenne is the capital of Wyoming. The answer is D.",
+    "6735": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is C.",
+    "6738": "Look at the table.\nThe abbreviation \"ca.\" stands for the Latin word, circa. Circa means \"about.\" It indicates when a date is estimated. So, around 1792 BCE, the Babylonian Empire started controlling Mesopotamia.\nThe Babylonian (ba-bih-LOH-nee-in) Empire came after the Akkadian and Neo-Sumerian empires. The capital of the Babylonian Empire was the city of Babylon (BA-bih-lahn). The answer is C.",
+    "6739": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n An American alligator's scientific name is Alligator mississippiensis. The first word of its scientific name is Alligator.\nLithobates catesbeianus is in the genus Lithobates. The first word of its scientific name is Lithobates. So, Lithobates catesbeianus and Alligator mississippiensis are not in the same genus.\nIctinia mississippiensis and Alligator mississippiensis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Ictinia mississippiensis and Alligator mississippiensis have the same species name within their genus, mississippiensis. But the first words of their scientific names are different. Ictinia mississippiensis is in the genus Ictinia, and Alligator mississippiensis is in the genus Alligator.\nAlligator sinensis is in the genus Alligator. The first word of its scientific name is Alligator. So, Alligator sinensis and Alligator mississippiensis are in the same genus. The answer is C.",
+    "6759": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is B.",
+    "6763": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two water balloons are made of the same material and have the same mass. So, the hotter water balloon has more thermal energy. The answer is B.",
+    "6774": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the simple sentence. It is a single independent clause.\nThe famous Venus de Milo statue was found on Milos, a volcanic Greek island in the Aegean Sea. The answer is A.",
+    "6779": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBaking cookies is a chemical change. The type of matter in the cookie dough changes when it is baked. The cookie dough turns into cookies!\nA piece of avocado turning brown is a chemical change. The avocado reacts with oxygen in the air to form a different type of matter.\nIf you scrape off the brown part of the avocado, the inside will still be green. The inside hasn't touched the air. So the chemical change hasn't happened to that part of the avocado.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBaking is caused by heating. But a piece of avocado turning brown is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C.",
+    "6780": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is A.",
+    "6782": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C.",
+    "6785": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. An emerald tree boa is a reptile. It has scaly, waterproof skin.\nTree boas eat small mammals, birds, lizards, and frogs. Tree boas only need to eat once every few months!\nA bison is a mammal. It has fur and feeds its young milk.\nMale bison have horns. They can use their horns to defend themselves.\nA wombat is a mammal. It has fur and feeds its young milk.\nWombats have strong claws. They use their claws to dig underground holes called burrows.\nA piranha is a fish. It lives underwater. It has fins, not limbs.\nPiranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal. The answer is D.",
+    "6786": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. The answer is B.",
+    "6798": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that a television show must be bad because someone the speaker hates enjoys it. However, this is not evidence that the show is bad. This illustrates a type of logical fallacy known as guilt by association. The answer is C.",
+    "6802": "A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw. The second sentence states a fact.\nThe Empire State Building is 1,250 feet tall.\nIt can be proved by checking an accurate website about the Empire State Building.\nThe first sentence states an opinion.\nThe Empire State Building is too tall.\nToo tall shows what a person believes, thinks, or feels. Another person might have a different opinion about how tall is too tall. The answer is B.",
+    "6809": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nGenuine imitation is a contradiction, because genuine means real, and imitation means fake or synthetic. The answer is A.",
+    "6814": "This country is Haiti.\nDoes Haiti have any territorial disputes?\nHaiti claims to own Navassa Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nNavassa Island is also claimed by the United States. The United States claimed the island in 1857 and has controlled it since then. But Haiti considers the island part of its territory and has protested the United States' claim since this time. No one lives on the island. Today, it is a nature preserve. The answer is B.",
+    "6815": "Salt Lake City is the capital of Utah. The answer is C.",
+    "6825": "An organism's genes contain information about its proteins. Each gene encodes, or contains the instructions for making, one protein or a group of proteins.\nA permanent change in a gene is called a mutation. Because a mutation changes a gene, the mutation may change the structure of the protein encoded by that gene.\nThe function of a protein depends on its structure. So, if a mutation in a gene changes a protein's structure, the mutation may also change the protein's function.\nAn organism's observable traits are affected by the functions of its proteins. So, a gene mutation that affects a protein's function may also affect an organism's observable traits. A mutation in a gene may affect the protein it encodes.\nSo, the mutation in the CLCN1 gene affected the structure and function of the chloride channel protein. The answer is B.",
+    "6827": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Bobby Monroe is the most qualified candidate, because so many voters turned out to vote. However, even though many people voted for him, that doesn't necessarily mean that Bobby Monroe is the most qualified candidate. This illustrates a type of logical fallacy known as the bandwagon fallacy. The answer is B.",
+    "6830": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nAmphibians have the following traits:\nThey spend part of their lives in water and part on land.\nThey have moist skin.\nThey make eggs with no shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA smooth newt has the following traits:\nIt spends part of its life in water and part on land.\nIt has moist skin.\nIt makes eggs with no shells.\nA smooth newt has the traits of an amphibian. A smooth newt is an amphibian.\nA loggerhead sea turtle has the following traits:\nIt makes eggs with shells.\nIt has scaly, waterproof skin.\nA loggerhead sea turtle does not have all of the traits of an amphibian. A loggerhead sea turtle is a reptile. The answer is A.",
+    "6835": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. The pea plant's genotype for the stem height gene is hh. The pea plant's genotype of hh has only h alleles. The h allele is for a short stem. So, the pea plant's phenotype for the stem height trait must be a short stem.\nTo check this answer, consider whether the pea plant's alleles are dominant or recessive. The allele for a tall stem (H) is dominant over the allele for a short stem (h). This means H is a dominant allele, and h is a recessive allele.\nThe pea plant's genotype of hh has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the pea plant's phenotype for the stem height trait must be a short stem. The answer is A.",
+    "6850": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Andrew is responsible for the broken washing machine. However, the fact that the machine stopped working soon after Andrew moved in doesn't necessarily mean that he caused the machine to break. This illustrates a type of logical fallacy known as false causation. The answer is A.",
+    "6851": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a floor lamp is 11 pounds.\n11 ounces is too light and 11 tons is too heavy. The answer is A.",
+    "6863": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. Look at the distance each bicycle moved and the time it took to move that distance. The direction each bicycle moved does not affect its speed.\nNotice that each bicycle moved for 10 hours. The bicycle that moved 325 miles moved the farthest distance in that time. So, that bicycle must have moved at the highest speed. The answer is C.",
+    "6867": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun them could refer to the branches or the power lines.\nThe second answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the power lines.\nSince the branches had grown over the power lines, Ariel requested a permit to have the power lines removed. The answer is B.",
+    "6868": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A book should be in italics.\nThe correct title is **And Then It's Spring**. The answer is B.",
+    "6873": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Sophia Browning is responsible for the decline in student performance and teacher morale. However, even though Sophia Browning became vice president of the parent-teacher association after these problems began, that doesn't necessarily mean that she caused them. This illustrates a type of logical fallacy known as false causation. The answer is B.",
+    "6875": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.\nMom wraps the packages, and Dad drops them off at the post office. The answer is B.",
+    "6877": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince dove is between the guide words deck - drawer, it would be found on that page. The answer is A.",
+    "6880": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2. The answer is C.",
+    "6886": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is A.",
+    "6891": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Australia. The answer is B.",
+    "6899": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A box turtle is a reptile. It has scaly, waterproof skin.\nBox turtles can live to be over 100 years old!\nA green tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches. The answer is B.",
+    "6902": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Pacific Ocean. The answer is C.",
+    "6916": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each cake decreased, which means that the thermal energy of each cake decreased. So, thermal energy was transferred from each cake to the surroundings. The answer is B.",
+    "6923": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. They has been replaced with experts.\nExperts say that diesel cars have better fuel economy than cars powered by gasoline. The answer is A.",
+    "6924": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a salt shaker is 43 milliliters.\n43 liters is too much. The answer is A.",
+    "6940": "The city is Phoenix, Arizona. San Francisco, Salt Lake City, and Las Vegas are marked with gray circles on the map below. The answer is C.",
+    "6942": "Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.\nOther animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. A red salamander is an amphibian. Like other amphibians, a red salamander has a backbone.\nLike other tarantulas, a curlyhair tarantula does not have a backbone. It has a hard outer cover. The answer is B.",
+    "6948": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nOld news is a contradiction, because news is recent information. The answer is B.",
+    "6953": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses factoid in its traditional sense: something made up presented as a true fact.\nBert seemed to know a lot about African wildlife, but it turned out that his knowledge was mostly based on factoids gleaned from unreliable websites.\nThe first text uses factoid in its nontraditional sense: a trivial but true fact.\nBert subscribed to an online newsletter about African wildlife; he enjoyed receiving daily factoids about the wild animals' natural habitats and behavior.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard. The answer is B.",
+    "6955": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n To determine if this statement is true, calculate the value of ten times the volume of Mars.\nThen compare the result to the volume of Earth. The volume of Earth is 1.08 x 10^12 km^3, which is less than 1.63 x 10^12 km^3. So, Earth's volume is less than ten times as great as Mars's volume. The answer is A.",
+    "6956": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to play tennis. Instead, some people learn how to play tennis. Playing the sport takes practice. So, playing tennis is an acquired trait. The answer is A.",
+    "6958": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a school bus is 13 meters.\n13 centimeters is too short. The answer is A.",
+    "6964": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury The ad appeals to pathos, or emotion. It links the air freshener to positive feelings. The answer is B.",
+    "6965": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between Billy and the center of Earth changed.\nThe second floor is higher than the first floor. As he rode the escalator toward the second floor, the distance between Billy and the center of Earth increased. So, the gravitational potential energy stored between Billy and Earth increased as he rode the escalator. The answer is B.",
+    "6967": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is B.",
+    "6981": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Producers do not eat other organisms. So, in a food web, producers do not have arrows pointing to them from other organisms.\nThe silver maple does not have any arrows pointing to it. So, the silver maple is a producer.\nThe beaver has an arrow pointing to it, so it is not a producer.\nThe gray fox has arrows pointing to it, so it is not a producer.\nThe pine vole does not have any arrows pointing to it. So, the pine vole is a producer.\nThe persimmon tree has an arrow pointing to it, so it is not a producer. The answer is D.",
+    "6984": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses a metaphor, comparing two things that are not actually alike without using like or as.\nAs quietly as little gray, sculptured stones compares the rabbits' behavior to the behavior of little gray sculptured stones. The answer is A.",
+    "6987": "A force is a push or a pull that one object applies to a second object.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The student's finger applies a force to a key as she types. The direction of this force is away from the student's finger. This force is a push. The answer is A.",
+    "6990": "When you review a fellow student's writing, try to make your feedback clear and specific. You can use questions such as the following to guide your feedback:\nIdeas and development: Does the writer express a clear main idea and develop it with evidence, examples, and analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that the ideas build on one another and are easy to follow?\nSentence fluency: Do the writer's sentences vary in structure and length, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely, avoiding excessive repetition or inappropriate language to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer use accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? The writer could best improve his or her word choice by using more specific language.\nFor example, the writer could replace the underlined text more descriptive language, such as the perfect bicycle; comfortable; durable; my cell phone, a water bottle, and a snack; foldable, umbrella-like top; unusual color like turquoise or magenta; my own custom bicycle; and thrilling.\nIf I could invent something, I would create a really nice bicycle. My bike would have a good seat and great tires so that I could ride it anywhere. It would also have a bell and special pockets for carrying things. A special top would be wonderful, so I could ride it in the rain but also enjoy the sun. I would choose a fun color to reflect my personality. Inventing a new bike would be cool. The answer is B.",
+    "7000": "Columbus is the capital of Ohio. The answer is B.",
+    "7005": "Look at the table and images.\nTerrell wants broccoli. Allie wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D.",
+    "7007": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nAn antacid tablet reacting with water is a chemical change. When the tablet touches water, the type of matter in the tablet changes and carbon dioxide gas is released. This gas makes the water fizz.\nBurning food on a stove is a chemical change. When the food burns, the type of matter in the food changes. The food turns black and gives off smoke.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBurning is caused by heating. But an antacid tablet reacting with water is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C.",
+    "7012": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between the sled and the center of Earth changed.\nThe bottom of the hill was lower than the point where Julia started sledding. As Julia rode toward the bottom of the hill, the distance between the sled and the center of Earth decreased. So, the gravitational potential energy stored between the sled and Earth decreased as Julia rode down the hill. The answer is C.",
+    "7014": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the black-bellied whistling duck.\nThe black-bellied whistling duck has webbed feet. Its feet are adapted for swimming. As it swims, the black-bellied whistling duck uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe European beaver has webbed feet. Its feet are adapted for swimming.\nThe sable has long claws. Its feet are not adapted for swimming. The sable uses its feet to dig burrows. The answer is A.",
+    "7021": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Darnell's observable version of the cystic fibrosis trait is having cystic fibrosis. So, Darnell's phenotype for the cystic fibrosis trait is having cystic fibrosis. The answer is B.",
+    "7023": "Boston is the capital of Massachusetts. The answer is A.",
+    "7026": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.\nBrody always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor. The answer is A.",
+    "7031": "Pierre is the capital of South Dakota. The answer is C.",
+    "7033": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "7037": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nA change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. Rust forming on a bike frame is a chemical change. Oxygen in the air reacts with iron in the bike frame. The outside of the frame turns into a different type of matter called rust. The answer is B.",
+    "7038": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees. Look at the picture of the great egret.\nThe great egret has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. This allows the great egret to grab the prey without scaring it away.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe painted stork has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still.\nThe mallard has a short neck. Its neck is not adapted for hunting prey while keeping the rest of its body still. The answer is B.",
+    "7041": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a trumpet is 2 pounds.\n2 ounces is too light and 2 tons is too heavy. The answer is C.",
+    "7047": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nMadison, the capital of Wisconsin, is located in the southern part of the state. For two weeks in December, the temperature never rose above 20\u00b0F.\nThe underlined part of the passage tells you about the temperature in Madison in December. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B.",
+    "7052": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Chitters has two alleles for white legs (L). So, Chitters's genotype for the leg color gene is LL. The answer is A.",
+    "7055": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is C.",
+    "7057": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n An American alligator's scientific name is Alligator mississippiensis.\nAlligator sinensis does not have the same scientific name as an American alligator. So, Alligator sinensis and Alligator mississippiensis are not in the same species.\nAequorea victoria does not have the same scientific name as an American alligator. So, Aequorea victoria and Alligator mississippiensis are not in the same species.\nAlligator mississippiensis has the same scientific name as an American alligator. So, these organisms are in the same species. The answer is B.",
+    "7059": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nAn opaque object does not let light through. The tin foil is opaque.\nA bouncy object will bounce back from the floor if you drop it. The tin foil is not bouncy. The answer is B.",
+    "7064": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Angel has two alleles for yellow legs (l). So, Angel's genotype for the leg color gene is ll. The answer is A.",
+    "7078": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the word slouched. It describes the oak tree as if it were a person who is tired or dejected. The answer is B.",
+    "7083": "Helena is the capital of Montana. The answer is A.",
+    "7085": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nCarving a piece of wood is a physical change. The wood changes shape, but it is still made of the same type of matter.\nSewing an apron is a physical change. The fabric and thread that make up the apron get a new shape, but the type of matter in each of them does not change.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D.",
+    "7092": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Soft is a property. A soft material changes shape when pressed or squeezed.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the cotton apron is the softest. If you squeeze cotton fabric, it will change shape. The answer is B.",
+    "7094": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA translucent object lets light through. But you cannot see clearly through a translucent object. All four objects are translucent.\nSugar has a sweet taste. The honey is sweet, but the ice cream sundae is not.\nA sticky object can attach or stick to other things. The bubble gum and the honey are sticky, but the ice cream sundae is not.\nThe property that all four objects have in common is translucent. The answer is B.",
+    "7107": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, deliver. The verb tells you about something that is going to happen. The answer is A.",
+    "7108": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the air inside of a classroom is 75\u00b0F.\n75\u00b0C is too hot. The answer is B.",
+    "7115": "Atlanta is the capital of Georgia. The answer is C.",
+    "7119": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two blocks of iron have the same temperature and are made of the same type of matter. So, the block of iron with more mass has more thermal energy. The answer is B.",
+    "7121": "A material is a type of matter. Wood, glass, metal, and plastic are common materials. Look at the picture of the swim goggles.\nThe swim goggles are made of plastic.\nPlastic is a strong, light material that is used to make many types of things. Some swim goggles are made of silicone. But silicone is not as durable as plastic. So, silicone goggles are usually more expensive. The answer is B.",
+    "7124": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, measure. The verb tells you about something that is going to happen. The answer is B.",
+    "7126": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether ethanol is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of ethanol is composed of four hydrogen atoms, one carbon atom, and one oxygen atom bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that ethanol is composed of three chemical elements: hydrogen, carbon, and oxygen. Since ethanol is composed of multiple chemical elements bonded together, ethanol is a compound. The answer is B.",
+    "7130": "The city is Boston, Massachusetts. Atlanta, Washington, D.C., and San Antonio are marked with gray circles on the map below. The answer is B.",
+    "7134": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A North American beaver's scientific name is Castor canadensis. The first word of its scientific name is Castor.\nOvis canadensis and Castor canadensis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Ovis canadensis and Castor canadensis have the same species name within their genus, canadensis. But the first words of their scientific names are different. Ovis canadensis is in the genus Ovis, and Castor canadensis is in the genus Castor.\nStrix varia is in the genus Strix. The first word of its scientific name is Strix. So, Strix varia and Castor canadensis are not in the same genus.\nThis organism and the North American beaver are in the same genus and the same species! Both organisms have the same scientific name, Castor canadensis. The answer is A.",
+    "7135": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is C.",
+    "7138": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The second online professional profile is more formal. It uses more elevated language (certified college graduate). The other professional profile uses contractions (I've) and seeks to get a job teaching without explicitly stating that the speaker is a college graduate. The answer is A.",
+    "7140": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each refrigerator increased, which means that the thermal energy of each refrigerator increased. So, thermal energy was transferred from the surroundings to each refrigerator. The answer is B.",
+    "7145": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A leaf-tailed gecko is a reptile. It has scaly, waterproof skin.\nGeckos have special pads on their toes. The pads help them climb up plants and rocks.\nA dwarf crocodile is a reptile. It has scaly, waterproof skin.\nCrocodiles hunt their prey in or near water.\nA tiger shark is a fish. It lives underwater. It has fins, not limbs.\nTiger sharks are nocturnal. This means that they are active mostly at night.\nA Hermann's tortoise is a reptile. It has scaly, waterproof skin.\nA tortoise's shell protects it from predators. When a tortoise feels threatened, it can pull its head and legs inside its shell. The answer is A.",
+    "7147": "Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.\nScientists use both ball-and-stick models and chemical formulas to represent molecules.\nA ball-and-stick model of a molecule is shown below.\nThe balls represent atoms. The sticks represent the chemical bonds between the atoms.\nNotice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.\nEvery chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.\nThe molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.\nThe chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.\nIn chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.\nThe symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance. B is the symbol for boron. F is the symbol for fluorine. This ball-and-stick model shows a molecule with one boron atom and three fluorine atoms.\nThe chemical formula will contain the symbols B and F. There is one boron atom, so B will not have a subscript. There are three fluorine atoms, so F will have a subscript of 3.\nThe correct formula is BF3.\nThe diagram below shows how each part of the chemical formula matches with each part of the model above. The answer is A.",
+    "7150": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. The two cups of black tea have the same mass but different temperatures. Since the 105\u00b0F cup of black tea is hotter than the 100\u00b0F cup of black tea, it has more thermal energy. The answer is A.",
+    "7161": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Undyne's genotype for the Bekko patterning gene is BB. Undyne's genotype of BB has only B allelles. The B allele is for having Bekko patterning. So, Undyne's phenotype for the Bekko patterning trait must be having Bekko patterning.\nTo check this answer, consider whether Undyne's alleles are dominant or recessive. The allele for not having Bekko patterning (b) is recessive to the allele for having Bekko patterning (B). This means B is a dominant allele, and b is a recessive allele.\nUndyne's genotype of BB has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Undyne's phenotype for the Bekko patterning trait must be having Bekko patterning. The answer is B.",
+    "7164": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine Dutchess's phenotype for the ear type trait. First, consider the alleles in Dutchess's genotype for the ear type gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for curled ears (E) is dominant over the allele for straight ears (e). This means E is a dominant allele, and e is a recessive allele.\nDutchess's genotype of Ee has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Dutchess's phenotype for the ear type trait must be curled ears. The answer is A.",
+    "7188": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince brow is between the guide words bolt - buckled, it would be found on that page. The answer is A.",
+    "7191": "In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.\nA single organism is an individual. Individuals of the same species that live in the same place are part of a population.\nMultiple populations of different species that live in the same place are part of a community.\nTogether, communities of living organisms and the nonliving parts of their environment make up an ecosystem. The answer is A.",
+    "7192": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the phrase gobbled up. It describes the tide as if it were a hungry person. The answer is B.",
+    "7206": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. My ancestors are from Russia, they came here many years ago is a run-on sentence. It has two sentences that are joined by just a comma: My ancestors are from Russia and They came here many years ago. The answer is B.",
+    "7207": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince rock is not between the guide words regret - ruffle, it would not be found on that page. The answer is B.",
+    "7208": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B.",
+    "7209": "This country is the Marshall Islands.\nDoes the Marshall Islands have any territorial disputes?\nThe Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States claimed Wake Island in 1899 and has controlled it since then. But the Marshall Islands considers the island part of its territory. It says that its people have traveled to the island to gather food and resources for many years. Today, the island is mainly used by the U.S. Air Force. The answer is B.",
+    "7212": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Barbara should either stop reading paranormal romance novels or admit she doesn't believe in empowering women. However, someone can both enjoy reading paranormal romance novels and also believe in empowering women. This illustrates a type of logical fallacy known as a false dichotomy. The answer is A.",
+    "7215": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince chief is between the guide words cafe - consent, it would be found on that page. The answer is A.",
+    "7216": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. West Virginia is farthest north. The answer is D.",
+    "7219": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word york is not important, so it should not be capitalized.\nThe correct title is The New York Times. The answer is A.",
+    "7226": "Some animals are smarter than others. Parrots are known to be very smart. African greys are considered to be the smartest type of parrot. They can learn to speak and mimic human words. They can also learn to do math.\nMath is a series of steps that starts with simple ideas and ends with complex ones. Math is used in many ways in our daily lives. For example, we might use it to calculate how much money we have after buying items at a store.\nSome birds are known to use tools. A tool is a object that you use to get something done. For example, a wrench is a tool. You can use a wrench to tighten a bolt. To do this, the wrench must be the right size and shape.\nTool use is not as common as math among animals. But it is not as rare as you might think. Some birds use tools to get food. For example, a crow might use a tool to reach a piece of food that is out of reach.\nSome animals are trained to do math. Animals in the wild do not usually learn math. Alex the parrot learned to do math. This made him different from most parrots. The answer is C.",
+    "7235": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. The population of Millersburg fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Millersburg has gone up. So, the supply of houses for sale probably went up, too. The answer is B.",
+    "7238": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. Look at the distance each train moved and the time it took to move that distance.\nOne train moved 835 kilometers in 10 hours.\nThe other train moved 945 kilometers in 10 hours.\nNotice that each train spent the same amount of time moving. The train that moved 835 kilometers moved a shorter distance in that time. So, that train must have moved at a lower speed. The answer is A.",
+    "7244": "Emmet wanted broccoli in his lunch and Kathleen was hoping for tomatoes. Look at the labeled part of the images.\nEmmet has tomatoes. Kathleen has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is A.",
+    "7250": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Darkness comes quickly on long winter nights is a complete sentence. The subject is darkness, and the verb is comes. The answer is A.",
+    "7255": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. The pea plant has one allele for inflated pods (D) and one allele for constricted pods (d). So, the plant's genotype for the pod shape gene is Dd. The answer is A.",
+    "7266": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. The tomato plant has one allele for red fruit (F) and one allele for yellow fruit (f). So, the plant's genotype for the fruit color gene is Ff. The answer is A.",
+    "7267": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses random in its traditional sense: made or occurring without a definite pattern.\nAt the grocery store, Denise hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food.\nThe first text uses random in its nontraditional sense: odd or out of place.\nDenise made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food.\nMost style guides recommend to avoid using the nontraditional sense of the word random because it is generally considered incorrect. The answer is A.",
+    "7270": "When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.\nSensory Category | Description\nSight | These are words like bright, clean, and purple. A reader can imagine looking at these details.\nSound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.\nTaste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.\nSmell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.\nTouch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.\nMany sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.\n Look at the picture.\nThe word roaring describes the sound this lion makes. You can tell by looking at the lion's mouth and hearing the word roaring in your mind.\nSplashing and banging can also describe sounds. But they do not describe the sounds this lion makes. The answer is A.",
+    "7272": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a leather belt is 65 centimeters.\n65 kilometers is too long. The answer is B.",
+    "7285": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, teaches. The verb ends in -es and tells you about something that is true or happening now. The answer is A.",
+    "7291": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction so.\nBella was stung by a bee, so her finger is slightly swollen. The answer is A.",
+    "7301": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 8 solute particles on the left side of the membrane and 2 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 5 solute particles on each side of the membrane. There were 3 more solute particles on the right side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left. The answer is A.",
+    "7306": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Europe. The answer is B.",
+    "7310": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "7318": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A.",
+    "7319": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion the holy grail is history.\nThe legend of the holy grail involves the search for the cup that Jesus used during the Last Supper.\nThe allusion the holy grail means a goal that is very difficult to achieve. The answer is A.",
+    "7322": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a car's gas tank is 42 liters.\n42 milliliters is too little. The answer is B.",
+    "7329": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of a guitar is 4 kilograms.\n4 grams is too light. The answer is B.",
+    "7333": "The colony is Delaware. The answer is B.",
+    "7336": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is A.",
+    "7348": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the following statement describes the Steigerwald Forest ecosystem: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has soil that is rich in nutrients. The following statements do not describe the Steigerwald Forest: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has a small amount of rain or snow. It has soil that is poor in nutrients. The answer is A.",
+    "7349": "The timeline shows that the colonies were founded during the 1600 s. The Revolutionary War started in the 1770 s. Subtract 1600 from 1770.\n1770 minus 1600 is 170.\nThere were 150 years between the founding of Jamestown, Virginia, and the start of the Revolutionary War. The answer is A.",
+    "7358": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince foolish is between the guide words flee - frontier, it would be found on that page. The answer is A.",
+    "7365": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, blinks. The verb ends in -s and tells you about something that is true or happening now. The answer is B.",
+    "7367": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2. The answer is A.",
+    "7373": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the red-eared slider.\nThe red-eared slider has webbed feet. Its feet are adapted for swimming. As it swims, the red-eared slider uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe California gull has small claws and webbed feet. Its feet are adapted for swimming.\nThe New Zealand falcon has long toes with sharp claws. Its feet are not adapted for swimming. The New Zealand falcon uses its feet to grab prey. The answer is B.",
+    "7374": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B.",
+    "7385": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Argo's observable version of the coat color trait is a reddish-brown coat. So, Argo's phenotype for the coat color trait is a reddish-brown coat. The answer is A.",
+    "7387": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A short story should be in quotation marks.\nThe correct title is \"The Law of Life.\" The answer is B.",
+    "7390": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAs comfortable as a bed of nails shows verbal irony because sitting on nails would not be comfortable. The answer is A.",
+    "7395": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. New Mexico is farthest west. The answer is A.",
+    "7403": "A pure substance is made of only one type of matter.\nA mixture is made of two or more types of matter mixed together. The answer is A.",
+    "7405": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A cane toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA flamingo is a bird. It has feathers, two wings, and a beak.\nFlamingos live in large groups. These groups are called flocks. The answer is A.",
+    "7415": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. All three gold bars have the same mass but different temperatures. Since the 31\u00b0F gold bar is the hottest, it has the most thermal energy. The answer is A.",
+    "7418": "A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw. The first sentence states a fact.\nThe Channel Tunnel, which runs beneath the English Channel, connects England and France by rail.\nIt can be proved by reading a book about the Channel Tunnel.\nThe second sentence states an opinion.\nThe construction of the Channel Tunnel cost a ridiculous amount of money.\nRidiculous shows what a person believes, thinks, or feels. Another person might have a different opinion about how much money is a ridiculous amount. The answer is B.",
+    "7424": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Becky is capitalized because it is a proper noun. The answer is A.",
+    "7428": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is C.",
+    "7432": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A whiptail lizard is a reptile. Like other reptiles, a whiptail lizard is a vertebrate. It has a backbone.\nA leaf-curling spider is an invertebrate. It does not have a backbone. It has an exoskeleton.\nAn albatross is a bird. Like other birds, an albatross is a vertebrate. It has a backbone.\nA rockfish is a fish. Like other fish, a rockfish is a vertebrate. It has a backbone. The answer is C.",
+    "7434": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun she could refer to Jenny or Annie.\nAfter Jenny scolded Annie for missing the deadline, she felt awful.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nJenny felt awful after she scolded Annie for missing the deadline. The answer is A.",
+    "7447": "Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.\nA poem rhymes when it has a pattern of words that end in the same sound.\nEnd rhyme is when the rhymes appear at the end of a poem's lines.\nLittle Betty Blue,\nLost her holiday shoe.\n\u2014From Mother Goose\nInternal rhyme is when at least one of the rhyming words appears inside the poem's lines.\nSweet dreams of pleasant streams.\n\u2014From William Blake, \"A Cradle Song\"\nRhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nThe syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Old Bridge\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.\nRepetition is when words, phrases, or whole lines are repeated.\nThe dainty flying squirrel\nIn vest of shining white,\nIn coat of silver gray,\nAnd vest of shining white.\n\u2014Adapted from Mary E. Burt, \"The Flying Squirrel\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\" This poem has a regular rhythm, or a pattern of sound like a beat. The parts in bold show the strong syllables. The pattern is a weak syllable followed by a strong syllable. It sounds like da-DUM da-DUM.\nLady Clare\nHe does not love me for my birth,\nNor for my lands so broad and fair;\nHe loves me for my own true worth,\nAnd that is well,\" said Lady Clare. The answer is B.",
+    "7457": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA smooth object is not scratchy or rough. Neither of the objects are smooth.\nA rough object feels scratchy when you touch it. Both objects are rough.\nThe property that both objects have in common is rough. The answer is B.",
+    "7462": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is C.",
+    "7465": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A brown pelican's scientific name is Pelecanus occidentalis.\nPelecanus occidentalis has the same scientific name as a brown pelican. So, these organisms are in the same species.\nArdea cocoi does not have the same scientific name as a brown pelican. So, Pelecanus occidentalis and Ardea cocoi are not in the same species.\nIctinia mississippiensis does not have the same scientific name as a brown pelican. So, Pelecanus occidentalis and Ictinia mississippiensis are not in the same species. The answer is C.",
+    "7466": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Ken Henderson is the ideal candidate because so many people turned out to vote for him. However, just because many people voted for Ken Henderson, it doesn't necessarily mean he is the ideal candidate. He could be a popular candidate for other reasons. This illustrates a type of logical fallacy known as the bandwagon fallacy. The answer is A.",
+    "7467": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B.",
+    "7470": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C.",
+    "7474": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Cleo's genotype for the fur color gene is ff. Cleo's genotype of ff has only f alleles. The f allele is for light fur. So, Cleo's phenotype for the fur color trait must be light fur.\nTo check this answer, consider whether Cleo's alleles are dominant or recessive. The allele for light fur (f) is recessive to the allele for dark fur (F). This means F is a dominant allele, and f is a recessive allele.\nCleo's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Cleo's phenotype for the fur color trait must be light fur. The answer is A.",
+    "7477": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the recipe.\nIf Fred doesn't know how to make homemade waffles, he can find the recipe in the cookbook. The answer is B.",
+    "7480": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence tells about something, and it ends with a period. It is a declarative sentence. The answer is A.",
+    "7483": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the barracuda.\nThe barracuda has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat. The baracuda uses its teeth to cut up meat into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bull shark has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat.\nThe magnificent rabbitfish has a small, narrow mouth. Its mouth is not adapted for tearing through meat. The magnificent rabbitfish uses its mouth to eat corals. The answer is A.",
+    "7487": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is C.",
+    "7488": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C.",
+    "7490": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind. The text uses personification, giving human characteristics to nonhuman things.\nGlared at him suggests that it bothered Emmet that the essay wasn't finished. The essay is like a person who is bothering Emmet. The answer is A.",
+    "7494": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A Chinese alligator's scientific name is Alligator sinensis. The first word of its scientific name is Alligator.\nStrix varia is in the genus Strix. The first word of its scientific name is Strix. So, Strix varia and Alligator sinensis are not in the same genus.\nMiscanthus sinensis and Alligator sinensis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Miscanthus sinensis and Alligator sinensis have the same species name within their genus, sinensis. But the first words of their scientific names are different. Miscanthus sinensis is in the genus Miscanthus, and Alligator sinensis is in the genus Alligator.\nThis organism and the Chinese alligator are in the same genus and the same species! Both organisms have the same scientific name, Alligator sinensis. The answer is B.",
+    "7495": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "7497": "Phoenix is the capital of Arizona. The answer is B.",
+    "7507": "The answer is C.",
+    "7512": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Hard is a property. A hard material keeps its shape when you press on it with your finger.\nLook at each picture, one at a time. Imagine pushing on the material shown in each picture.\nOf the choices, the ceramic tea cup is harder. If you press on a piece of ceramic, it will not change shape. The answer is B.",
+    "7514": "Concord is the capital of New Hampshire. The answer is D.",
+    "7517": "Salem is the capital of Oregon. The answer is B.",
+    "7521": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Cole wants or needs:\nCole will give up the chance to watch the movie that he is more excited about. The answer is B.",
+    "7524": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two mugs of cocoa are made of the same material and have the same mass. So, the mug of cocoa with more thermal energy has a higher temperature. The answer is B.",
+    "7528": "A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is \u00b0.\nSome thermometers measure temperature in degrees Celsius (\u00b0C). Celsius is one scale used to measure temperature.\nThis is a tube thermometer. It has a tube filled with a red liquid.\nThere is a Celsius scale along the right side of the tube. The top of the red liquid lines up with the number 30 on the scale. So, the temperature shown by this thermometer is 30\u00b0C. Find the top of the red liquid.\nNow look at the scale to the right. The top of the red liquid lines up with 35. So, the temperature is 35\u00b0C. The answer is C.",
+    "7529": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince they is not between the guide words territory - trek, it would not be found on that page. The answer is A.",
+    "7531": "This country is Haiti.\nDoes Haiti have any territorial disputes?\nHaiti claims to own Navassa Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nNavassa Island is also claimed by the United States. The United States claimed the island in 1857 and has controlled it since then. But Haiti considers the island part of its territory and has protested the United States' claim since this time. No one lives on the island. Today, it is a nature preserve. The answer is B.",
+    "7532": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B.",
+    "7533": "A pure substance is made of only one type of matter.\nA mixture is made of two or more types of matter mixed together. The answer is B.",
+    "7534": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A barking tree frog is an amphibian. It has moist skin and begins its life in water.\nA barking tree frog has a sticky pad on its toes. The sticky pad helps the barking tree frog hold on to leaves.\nA robin is a bird. It has feathers, two wings, and a beak.\nA robin is a songbird. It sings different songs at different times of the day. The answer is B.",
+    "7545": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Humans do not choose their natural hair color. Some people dye their hair. But this does not change their natural hair color.\nChildren get their natural hair color from their parents. So, Preston's hair color is an inherited trait. The answer is A.",
+    "7546": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony. The answer is C.",
+    "7548": "Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.\nSedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.\nMetamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties. Sandstone is a sedimentary rock. Like other sedimentary rocks, it forms from layers of sediment.\nSand is a type of sediment. It is found in places like deserts and beaches. Sediments like sand can build up in layers. Over time, the top layers press down on the bottom layers. Sedimentary rock forms when the bottom layers are compacted to make rock. The answer is C.",
+    "7553": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a fish bowl is 1 gallon.\n1 fluid ounce and 1 cup are both too little. The answer is C.",
+    "7560": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Michael is voting either for the candidate from the Conservative Party or the Labour Party. However, Michael might be voting for a third party\u2014or he might not be voting at all. This illustrates a type of logical fallacy known as a false dichotomy. The answer is C.",
+    "7563": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIt is not made by organisms.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Pyrite has all the properties of a mineral. So, pyrite is a mineral. The answer is B.",
+    "7578": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A book should be in italics.\nThe correct title is **Giants in the Land**. The answer is A.",
+    "7582": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down. The answer is B.",
+    "7587": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nPotato chips have a salty taste. The banana is not salty.\nAn opaque object does not let light through. All four objects are opaque.\nA slippery object is hard to hold onto or stand on. The wet paint is not slippery.\nThe property that all four objects have in common is opaque. The answer is A.",
+    "7597": "Cheyenne is the capital of Wyoming. The answer is A.",
+    "7598": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a basketball court is 23 meters.\n23 millimeters and 23 centimeters are too short. 23 kilometers is too long. The answer is D.",
+    "7608": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "7614": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of an ice skate is 11 inches.\n11 feet, 11 yards, and 11 miles are all too long. The answer is D.",
+    "7617": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion raise Cain is the Bible.\nIn the Bible, Adam and Eve's son Cain murders his brother in a jealous rage.\nThe allusion raise Cain means to resort to violence. The answer is A.",
+    "7621": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of purple particles per milliliter.\nSolution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles. The answer is C.",
+    "7624": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a full box of cereal is 16 ounces.\n16 pounds and 16 tons are both too heavy. The answer is C.",
+    "7625": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Sticky is a property. A sticky material can stick to other things.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the glue is stickier. If you touch glue, it will stick to you. The answer is B.",
+    "7626": "Look at the table and images.\nLeo wants broccoli. Caden wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is C.",
+    "7638": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Wishbone has two alleles for short fur (F). So, Wishbone's genotype for the fur length gene is FF. The answer is A.",
+    "7651": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Our cabin has bunk beds for the kids is a run-on sentence. It has two sentences that are joined by just a comma: Our cabin has bunk beds for the kids and Our school has rules we always follow them. The answer is A.",
+    "7653": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A European hedgehog's scientific name is Erinaceus europaeus. The first word of its scientific name is Erinaceus.\nCaprimulgus europaeus and Erinaceus europaeus are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Caprimulgus europaeus and Erinaceus europaeus have the same species name within their genus, europaeus. But the first words of their scientific names are different. Caprimulgus europaeus is in the genus Caprimulgus, and Erinaceus europaeus is in the genus Erinaceus.\nEquus zebra is in the genus Equus. The first word of its scientific name is Equus. So, Equus zebra and Erinaceus europaeus are not in the same genus.\nThis organism and the European hedgehog are in the same genus and the same species! Both organisms have the same scientific name, Erinaceus europaeus. The answer is A.",
+    "7670": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a can of soup is 15 ounces.\n15 pounds and 15 tons are both too heavy. The answer is B.",
+    "7675": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "7679": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two trays of lasagna are made of the same material and have the same mass. So, the hotter tray of lasagna has more thermal energy. The answer is B.",
+    "7685": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun his could refer to Tyler's or Dave's.\nThe first answer choice shows a possible correction for the vague pronoun reference. His has been replaced with Dave's.\nTyler worked with Dave to design the new header for Dave's website. The answer is B.",
+    "7688": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Walker's genotype for the coat pattern gene is AA. Walker's genotype of AA has only A allelles. The A allele is for solid coloring. So, Walker's phenotype for the coat pattern trait must be solid coloring.\nTo check this answer, consider whether Walker's alleles are dominant or recessive. The allele for solid coloring (A) is dominant over the allele for white spots (a). This means A is a dominant allele, and a is a recessive allele.\nWalker's genotype of AA has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Walker's phenotype for the coat pattern trait must be solid coloring. The answer is B.",
+    "7691": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The second press release is more formal. It uses more elevated language (area musicians, top honors). The other press release uses idioms (battle it out) and abbreviations (Nov.). The answer is B.",
+    "7692": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "7694": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury The ad appeals to logos, or reason. It mentions the results of tests and uses specific figures. The answer is A.",
+    "7707": "Pierre is the capital of South Dakota. The answer is D.",
+    "7709": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing. In a Venn diagram, each circle shows things that are true for a particular topic. The middle, where the two circles overlap, shows things that are true for both topics. This Venn diagram compares Natty Bumppo and Daniel Boone.\nThe detail that both fought in the French and Indian War is in the middle of the diagram. This shows that Natty Bumppo and Daniel Boone have this in common. The answer is A.",
+    "7713": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that two out of the eight planets are made mainly of gas. So, one-fourth, or 25%, of the planets are made mainly of gas. The answer is B.",
+    "7719": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert. There is not a sentence fragment. These are complete sentences because they express complete thoughts.\nI enjoyed the risotto and the poached pears. Although I didn't care for the seared trout. The answer is B.",
+    "7720": "When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.\nBelow are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.\nBooks:\nFormat | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.\nExample | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.\nEssays, short stories, or poems in an anthology or book:\nFormat | Author(s). \"Essay, Poem, or Short Story Title.\" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.\nExample | James, Henry. \"The Middle Years.\" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.\nMagazine and newspaper articles:\nFormat | Author(s). \"Article Title.\" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.\nExample | Hayes, David J., and James H. Stock. \"The Real Cost of Coal.\" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.\nJournal articles:\nFormat | Author(s). \"Article Title.\" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.\nExample | Gillette, Jane, et al. \"Human Simulations of Vocabulary Learning.\" Cognition 73.2 (1999): 135-176. Print.\nWeb pages:\nFormat | Author(s). \"Page Title.\" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.\nExample | Gunn, Janelle P., and Lauren E. Owens. \"How to Slash Sodium from Your Diet.\" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.\nAdditional guidelines:\nAuthor Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by \"et al.,\" which stands for and others (e.g., Smith, Jane, et al.).\nMedium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are \"Print\" and \"Web,\" but other possibilities include \"Film,\" \"E-mail,\" and \"Lecture.\" Whenever the Medium of Publication is \"Web,\" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.\nEditors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. \"Ed.\" stands for edited by. \"Trans.\" stands for translated by.\nMissing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation \"n. pag.\" is used instead. If a work has no available publication date, the abbreviation \"n.d.\" is used instead. If a work has no available publisher or no available city of publication, the abbreviation \"n.p.\" is used instead.\n Look closely at the Works Cited entry:\nBrenner, Wendy. \"Strange Beads.\" The Best American Essays 2014. Ed. John Jeremiah Sullivan. Boston: Houghton Mifflin, 2014. 5\u201317. Print.\nYou can tell that John Jeremiah Sullivan is the editor of the book because the editor's name is listed after the book title. The answer is B.",
+    "7724": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A comet moth's scientific name is Argema mittrei.\nSphodromantis viridis does not have the same scientific name as a comet moth. So, Argema mittrei and Sphodromantis viridis are not in the same species.\nArgema mittrei has the same scientific name as a comet moth. So, these organisms are in the same species.\nAcanthaster planci does not have the same scientific name as a comet moth. So, Argema mittrei and Acanthaster planci are not in the same species. The answer is B.",
+    "7726": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 3 solute particles on the left side of the membrane and 5 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right. The answer is A.",
+    "7727": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing. A bubble map uses lines or arrows to connect things that are related. This bubble map shows information about different bodies of water.\nThe Gulf of Mexico and Lake Michigan are connected by an arrow. This tells you that the two bodies of water are related. The text tells you that the Gulf of Mexico contains salt water.\nThe statement is true.",
+    "7729": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C.",
+    "7737": "You can hold me in your hand.\nYou can write with me.\nI may be blue or black.\nThe answer is B.",
+    "7756": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a paper clip is 28 millimeters.\n28 centimeters and 28 meters are both too long. The answer is C.",
+    "7758": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Nebraska is farthest east. The answer is D.",
+    "7759": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the following statements describe the Steigerwald Forest ecosystem: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has only a few types of trees. It has soil that is rich in nutrients. The following statement does not describe the Steigerwald Forest: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has soil that is poor in nutrients. The answer is B.",
+    "7762": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince indignant is between the guide words ignore - ivy, it would be found on that page. The answer is B.",
+    "7768": "Montgomery is the capital of Alabama. The answer is C.",
+    "7785": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Oklahoma is farthest south. The answer is D.",
+    "7795": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "7804": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, De Biesbosch National Park has soil that is rich in nutrients. It also has other water ecosystems nearby. The answer is A.",
+    "7805": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing. A time line shows the order of events by placing them along a line. This time line shows events from Romeo and Juliet by William Shakespeare.\nLook at how the events are ordered on the time line. Events that happen earlier are shown to the left. Events that happen later are shown to the right. Tybalt fights with Romeo is shown farther to the left than Romeo makes a plan with Juliet to run away. So, Romeo fights with Tybalt earlier in the story than the time when he makes a plan with Juliet to run away. The answer is B.",
+    "7809": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that being socially awkward determines knowledge of workplace safety. This is a personal attack that isn't relevant to Mr. McCormick's desire to prevent workplace injuries. This illustrates a type of logical fallacy known as ad hominem. The answer is A.",
+    "7822": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. Look at the distance each bus moved and the time it took to move that distance.\nOne bus moved 880 kilometers in 10 hours.\nThe other bus moved 850 kilometers in 10 hours.\nNotice that each bus spent the same amount of time moving. The bus that moved 880 kilometers moved a farther distance in that time. So, that bus must have moved at a higher speed. The answer is A.",
+    "7825": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion by the skin of his teeth is the Bible.\nIn the Bible, Job complains to God about his hardships, saying that both strangers and those he loves have turned against him. He says, \"My bone cleaveth to my skin and to my flesh, and I am escaped with the skin of my teeth.\" Scholars have long debated the exact meaning of the phrase, but many claim that Job is saying that he narrowly escaped death.\nThe allusion by the skin of his teeth means just barely. The answer is A.",
+    "7829": "Cheyenne is the capital of Wyoming. The answer is B.",
+    "7832": "Read the text carefully. The underlined text below shows information about each answer choice.\nEarth is surrounded by a layer of gases called the atmosphere. The gases that make up the atmosphere sustain life on Earth. Living organisms take in and release some of these gases. Gases in the atmosphere also help insulate Earth from extreme temperatures and block some harmful forms of sunlight.\nEarth's atmosphere contains many different gases, including oxygen and carbon dioxide. These gases are both taken in and released by living organisms. Animals breathe in oxygen and breathe out carbon dioxide. Plants use carbon dioxide and release oxygen during photosynthesis.\nStable temperatures. The atmosphere helps to maintain stable temperatures. During the day, the atmosphere absorbs sunlight and heats up. At night, it releases some of that heat back to Earth. This helps to maintain a stable temperature range.\nSunlight. The answer is B.",
+    "7833": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince moisture is between the guide words mite - mud, it would be found on that page. The answer is A.",
+    "7841": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles. The answer is C.",
+    "7842": "Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?\nFirst, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.\nAfter pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant. Seeds can be big or small. This coconut seed is big.\nSeeds can be many different colors. These mustard seeds are yellow.\nSeeds can be smooth or textured. These apple seeds are rough. The answer is B.",
+    "7844": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that two out of the eight planets are made mainly of rock. So, one-fourth, or 25%, of the planets are made mainly of rock. The answer is A.",
+    "7857": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a pen is 15 centimeters.\n15 millimeters is too short. 15 meters and 15 kilometers are too long. The answer is D.",
+    "7859": "A material is a type of matter. Wood, glass, metal, and plastic are common materials. Look at the picture of the bucket.\nThe bucket is made of metal.\nMetal is a tough material. It does not break down in rainy or windy weather. This makes metal a great material for a bucket. The answer is A.",
+    "7860": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing. A word graphic organizer is included with the text. It shows the term and its meaning.\nCenozoic era is the term that matches the picture. The answer is A.",
+    "7866": "There is a surplus if there is too much for sale at a given price.\nThere is a shortage if there is not enough for sale at a given price.\nSurpluses and shortages usually happen when people who are selling goods or services charge too much or too little.\nWhen the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.\nWhen the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. At the current price, there are too many trumpets for sale. There are 15 trumpets for sale, but only 8 people want to buy one.\nSo, there is a surplus of trumpets. The music store will not get any money for the leftover trumpets. The answer is B.",
+    "7869": "The answer is C.",
+    "7873": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nGenuine imitation is a contradiction, because genuine means real, and imitation means fake or synthetic. The answer is B.",
+    "7888": "Fern plants reproduce using both asexual reproduction and sexual reproduction.\nMature ferns have flat leaves called fronds. Ferns have structures that look like small dots on the underside of their fronds. These structures are called spore cases. The mature ferns use asexual reproduction to make spores. When the spore cases open, the spores are released.\nWhen a spore lands on the ground and germinates, it grows into a small heart-shaped plant. The heart-shaped plant begins the fern's sexual reproduction stage by making eggs and sperm. Ferns live in damp environments, and sperm can swim though small water drops. Self-fertilization happens when a sperm swims to an egg on the same heart-shaped plant. Cross-fertilization happens when the sperm swims to an egg on a nearby plant.\nFertilization happens when a sperm and an egg fuse. The fertilized egg germinates and grows into a mature fern.\nThe mature fern can make spores and begin the fern life cycle again. Fern spores can germinate and grow into a heart-shaped plant. The heart-shaped plant can make eggs and sperm and begin the fern life cycle again. The answer is B.",
+    "7892": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nRust forming on a metal gate is a chemical change. As the gate rusts, the metal turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.\nSaliva breaking down a piece of bread is a chemical change. Bread is made up mostly of a chemical called starch. Saliva breaks the bonds between atoms in the starch molecules.\nThe atoms then link together to form smaller, simpler molecules of sugar. The sugar is a different type of matter than the starch.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C.",
+    "7893": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "7895": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nFerocious delicacy is a contradiction, because ferocious implies fierce and fierce implies rough or harsh. Delicacy implies gentle and soft. The answer is A.",
+    "7902": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Achilles's heel is Greek mythology.\nIn Greek mythology, Achilles's mother dips him in a river that protects his body wherever it touches. His heel does not get wet, so it is the one part of his body left unprotected. During the Trojan War, an arrow hits Achilles in the heel and kills him.\nThe allusion Achilles's heel means a sole weakness. The answer is B.",
+    "7906": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. They has been replaced with the reporters.\nOn the evening news, the reporters showed rare footage\u2014reportedly taken by a fisherman as he stood on the beach\u2014of sharks fighting over their prey. The answer is B.",
+    "7908": "This country is Kiribati. The answer is C.",
+    "7914": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Little Corona Beach have daily flooding and draining of seawater. They also have water that is rich in nutrients. The answer is B.",
+    "7916": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is A.",
+    "7917": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Myrmarachne maxillosa is an animal. Animals are made up of many cells. The answer is B.",
+    "7918": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A.",
+    "7923": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. The scarlet rosemallow plant's observable version of the flower color trait is white flowers. So, the plant's phenotype for the flower color trait is white flowers. The answer is A.",
+    "7927": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the sand tiger shark.\nThe sand tiger shark has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat. The sand tiger shark uses its teeth to cut up meat into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe starry moray has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat.\nThe parrotfish has a small mouth and small teeth. Its mouth is not adapted for tearing through meat. The parrotfish uses its mouth to eat corals. The answer is B.",
+    "7933": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is B.",
+    "7936": "A food web is a model.\nModels can make things in nature easier to understand. Models can be simpler than the things they represent. A food web is a model that shows where living things in an ecosystem get their food. If a food web showed every living thing in an ecosystem, the food web would be hard to understand. So, each food web shows how some living things in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one living thing to another. Each arrow shows the direction that matter moves when one living thing eats another living thing. An arrow starts from the living thing that is eaten. The arrow points to the living thing that is doing the eating.\nAn omnivore is a living thing that eats both producers and consumers. A producer makes its own food. A consumer eats other living things. An omnivore eats both producers and consumers.\nThe zooplankton is an omnivore. The zooplankton eats the phytoplankton, which is a producer. The zooplankton also eats the plainfin midshipman, which is a consumer.\nThe kelp bass is a consumer. The kelp bass eats the zooplankton, which is a consumer. The kelp bass does not eat a producer. So, the kelp bass is not an omnivore. The answer is B.",
+    "7940": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Destiny wants or needs:\nDestiny will spend more money. Plane tickets for Destiny to get to Virginia are more expensive than tickets to Connecticut. The answer is B.",
+    "7945": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The first sales pitch is more formal. It uses more elevated language (highly customizable). The other sales pitch uses exclamation points and is more familiar (like our furniture? Make it yours!). The answer is B.",
+    "7956": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A.",
+    "7964": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Nabi's genotype for the agouti fur gene is AA. Nabi's genotype of AA has only A allelles. The A allele is for having agouti fur. So, Nabi's phenotype for the agouti fur trait must be having agouti fur.\nTo check this answer, consider whether Nabi's alleles are dominant or recessive. The allele for having agouti fur (A) is dominant over the allele for not having agouti fur (a). This means A is a dominant allele, and a is a recessive allele.\nNabi's genotype of AA has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Nabi's phenotype for the agouti fur trait must be having agouti fur. The answer is B.",
+    "7975": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of the Great Wall of China is 21,000 kilometers.\n21,000 millimeters, 21,000 centimeters, and 21,000 meters are all too short. The answer is B.",
+    "7983": "Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. To decide whether sweeping the floor is a good or a service, ask these questions:\nIs sweeping the floor something you can touch? No.\nIs sweeping the floor a job you might pay someone else to do? Yes.\nSo, sweeping the floor is a service. The answer is B.",
+    "7993": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?\nThe number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.\nThere are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.\nThere are 3 yards in 1 foot. So, 1 yard is shorter than 1 foot. The better estimate for the length of a rowboat is 3 yards.\n3 inches is too short. The answer is A.",
+    "7994": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to fly a helicopter. Instead, some people learn how to fly helicopters. So, flying a helicopter is an acquired trait. The answer is A.",
+    "8004": "The colony is Connecticut. The answer is B.",
+    "8012": "Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?\nFirst, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.\nAfter pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant. Flowers make seeds. After a flower is pollinated, male cells from the pollen combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe fruit can grow around the seeds. But the fruit does not make seeds. Both the fruit and the seeds grow from parts of the flower. The answer is A.",
+    "8014": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the mushroom.There are two paths matter can take from the brown lemming to the mushroom: brown lemming->sauna->mushroom. brown lemming->sauna->brown lemming->mushroom. There is one path matter can take from the bilberry to the mushroom: bilberry->mushroom. There is one path matter can take from the grizzly bear to the mushroom: grizzly bear->mushroom. There are two paths matter can take from the snowy owl to the mushroom: snowy owl->brown lemming->mushroom. snowy owl->brown lemming->sauna->mushroom. The answer is A.",
+    "8018": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A spot-billed pelican's scientific name is Pelecanus philippensis. The first word of its scientific name is Pelecanus.\nArdea herodias is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea herodias and Pelecanus philippensis are not in the same genus.\nBubo scandiacus is in the genus Bubo. The first word of its scientific name is Bubo. So, Bubo scandiacus and Pelecanus philippensis are not in the same genus.\nThis organism and the spot-billed pelican are in the same genus and the same species! Both organisms have the same scientific name, Pelecanus philippensis. The answer is B.",
+    "8022": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBurning a candle is a chemical change. Both the wick and the melted wax burn. They react with oxygen in the air and turn into soot, carbon dioxide, and water.\nDeep-frying chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B.",
+    "8025": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that beauty is subjective, because people have different opinions about what is beautiful. However, a person's opinion about what is beautiful is not the same as his or her idea of beauty. This illustrates a type of logical fallacy known as a hasty generalization. The answer is B.",
+    "8029": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion raise Cain is the Bible.\nIn the Bible, Adam and Eve's son Cain murders his brother in a jealous rage.\nThe allusion raise Cain means to resort to violence. The answer is B.",
+    "8031": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the air on a cold, rainy day is 42\u00b0F.\n42\u00b0C is too hot. The answer is B.",
+    "8035": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. The two glasses of orange juice have the same mass but different temperatures. Since the 40\u00b0F glass of orange juice is colder than the 50\u00b0F glass of orange juice, it has less thermal energy. The answer is B.",
+    "8043": "Look at the table and images.\nBryce wants broccoli. Victor wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is B.",
+    "8049": "More and more, merchants in the Thirteen Colonies relied on trade with western Africa.\nThe map shows that goods were sent from the Thirteen Colonies to Africa, from Africa to the West Indies, and from the West Indies back to the Thirteen Colonies. This pattern was called the triangular trade.\nThe triangular trade was based on the transportation of goods. Merchants in the Thirteen Colonies grew tobacco. In western Africa, merchants traded rum for tobacco. Then they sold the tobacco in the West Indies.\nThe map also shows that the Thirteen Colonies were not the only English colonies. Merchants in other English colonies, such as those on the West Indies, also traded with the Thirteen Colonies. The map does not show the triangular trade with China. The answer is A.",
+    "8053": "Asimina triloba is a plant. Plant cells have a nucleus. The answer is A.",
+    "8054": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence asks something, and it ends with a question mark. It is an interrogative sentence. The answer is B.",
+    "8055": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince dump is not between the guide words decay - disaster, it would not be found on that page. The answer is B.",
+    "8062": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAs speedy as a snail suggests that the Internet connection was very slow. A snail is not speedy, and neither was Beth's Internet connection. The answer is A.",
+    "8064": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C.",
+    "8065": "There is a surplus if there is too much for sale at a given price.\nThere is a shortage if there is not enough for sale at a given price.\nSurpluses and shortages usually happen when people who are selling goods or services charge too much or too little.\nWhen the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.\nWhen the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. At the current price, there are not enough mangoes for sale. There are 200 mangoes for sale, but 170 people want to buy one.\nSo, there is a shortage of mangoes. The answer is A.",
+    "8070": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A.",
+    "8071": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nSomewhat destroyed is a contradiction, because somewhat means partially or moderately, and destroyed implies totally wrecked. The answer is B.",
+    "8080": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. The answer is C.",
+    "8088": "Sadie wanted broccoli in her lunch and Kira was hoping for tomatoes. Look at the labeled part of the images.\nSadie has tomatoes. Kira has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is B.",
+    "8090": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A red salamander is an amphibian. It has moist skin and begins its life in water.\nA red salamander is a type of amphibian. It has moist skin and begins its life in water.\nA koala is a mammal. It has fur and feeds its young milk. The answer is A.",
+    "8093": "Banks come in all shapes and sizes. Some banks have many branches. Other banks have no branches. But all banks offer one thing: a safe place to keep your money.\nBanks have a legal obligation to protect their customers' money. For example, if a bank fails, the government will step in to make sure that customers get their money back. So, if you put money in a bank account, you trust the bank to look after the money.\nThere are many good reasons to keep your money in a bank account. Here are some of them:\nYou want to protect the money in a safe place.\nBanks have strong rooms and other security measures to protect money from theft.\nYou want to keep your money in a place where you can see it all the time.\nMany banks have online banking. This means you can see your bank statement and check your account balance from home.\nYou want to be able to get your money quickly.\nMany banks have automated teller machines (ATMs). You can use your bank card to get cash from an ATM.\nYou want to earn interest on your money.\nBanks can use the money in your account to make loans to other people. In return, the bank pays you interest on the money. The answer is A.",
+    "8099": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA bumpy object is covered in lumps and bumps. All three objects are bumpy.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The baseball glove is shiny, but the rubber ball and the car bumper are not.\nA bouncy object will bounce back from the floor if you drop it. The rubber ball and the car bumper are not bouncy.\nThe property that all three objects have in common is bumpy. The answer is B.",
+    "8100": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nButter melting on a hot day is a change of state. So, it is a physical change. The butter changes from solid to liquid, but it is still made of the same type of matter.\nCooking an egg is a chemical change. The heat causes the matter in the egg to change. Cooked egg and raw egg are different types of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nButter melting on a hot day is a physical change. But cooking an egg is not.\nBoth are chemical changes.\nCooking an egg is a chemical change. But butter melting on a hot day is not.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B.",
+    "8114": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B.",
+    "8118": "Cheyenne is the capital of Wyoming. The answer is A.",
+    "8134": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. A giant panda is an animal. It walks and climbs.\nGiant pandas eat mostly bamboo. But they can also eat other plants and small animals.\nA dandelion is a plant. It can grow small yellow flowers.\nDandelion seeds can be blown long distances by the wind. The answer is A.",
+    "8146": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.\nYour hand contains twenty-seven bones, and your foot contains twenty-six. The answer is B.",
+    "8150": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the African jacana.\nThe African jacana uses its toes to spread its weight out over a large area. This can help it walk on leaves without sinking into the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe wattled jacana has long, thin toes on its feet. Its feet are adapted for walking on floating leaves.\nThe New Zealand falcon has medium-sized toes with sharp claws. Its feet are not adapted for walking on floating leaves. The New Zealand falcon uses its feet to grab prey. The answer is B.",
+    "8163": "Madison is the capital of Wisconsin. The answer is B.",
+    "8167": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Pudge has one allele for a gray body (B) and one allele for a golden body (b). So, Pudge's genotype for the body color gene is Bb. The answer is A.",
+    "8168": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the armored catfish.\nThe armored catfish's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding. The armored catfish uses its mouth to find food hidden in the sediment at the bottom of rivers, lakes, and the ocean.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bat ray's mouth is located on the underside of its head. Its mouth is adapted for bottom feeding.\nThe clown triggerfish's mouth is not located on the underside of its head. Its mouth is not adapted for bottom feeding. The answer is A.",
+    "8174": "Look at the table and images.\nEdwin wants broccoli. Brenda wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is C.",
+    "8176": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses an allusion, a brief reference to someone or something well known.\nNeverland alludes to the story of Peter Pan, a boy who lived in Neverland and never grew up. The answer is A.",
+    "8183": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince doze is not between the guide words depth - drink, it would not be found on that page. The answer is B.",
+    "8193": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Nevada is farthest south. The answer is D.",
+    "8200": "During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? The writer could best improve his or her grammar and mechanics by using consistent verb tenses.\nFor example, the writer could change the verb tense in the underlined sentences to match the verb tense in the rest of the text.\nWhen my grandparents first bought a computer, they didn't know how to use the Internet, so I sit down with them and show them the ropes. We go over a few basic terms, and I introduce them to different browsers. I taught them where to find the URL for a website and how to use search boxes. We cover different ways to navigate around a website; for example, I show them how to use a mouse, how to scroll up or down a page using the scroll bar, and how to click on links. Now they are excited to be online. The answer is A.",
+    "8208": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A.",
+    "8211": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A European nightjar's scientific name is Caprimulgus europaeus. The first word of its scientific name is Caprimulgus.\nUlex europaeus and Caprimulgus europaeus are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Ulex europaeus and Caprimulgus europaeus have the same species name within their genus, europaeus. But the first words of their scientific names are different. Ulex europaeus is in the genus Ulex, and Caprimulgus europaeus is in the genus Caprimulgus.\nHaliaeetus leucocephalus is in the genus Haliaeetus. The first word of its scientific name is Haliaeetus. So, Haliaeetus leucocephalus and Caprimulgus europaeus are not in the same genus.\nThis organism and the European nightjar are in the same genus and the same species! Both organisms have the same scientific name, Caprimulgus europaeus. The answer is A.",
+    "8212": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA sticky object can attach or stick to other things. The toothpaste is sticky, but the slippers and the blue shag carpet are not.\nBlue is a color.\nThis color is blue. All three objects are blue.\nA bouncy object will bounce back from the floor if you drop it. The slippers and the blue shag carpet are not bouncy.\nThe property that all three objects have in common is blue. The answer is B.",
+    "8213": "Look at the table and images.\nJustine wants broccoli. Caleb wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is B.",
+    "8221": "Charleston is the capital of West Virginia. The answer is B.",
+    "8224": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom since sliced bread suggests that the shoes are a fabulous invention. The answer is B.",
+    "8225": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "8230": "Denver is the capital of Colorado. The answer is C.",
+    "8236": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a ladybug is 8 millimeters.\n8 centimeters, 8 meters, and 8 kilometers are all too long. The answer is D.",
+    "8243": "A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. To determine if there is a net force on Gabe, look at the forces:\nEarth's gravity is pulling Gabe down with a force of 400 N.\nThe diving board is pushing Gabe up with a force of 400 N.\nThe forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Gabe. The answer is A.",
+    "8248": "Carson City is the capital of Nevada. The answer is C.",
+    "8252": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A snowy owl's scientific name is Bubo scandiacus.\nFalco tinnunculus does not have the same scientific name as a snowy owl. So, Bubo scandiacus and Falco tinnunculus are not in the same species.\nArdea alba does not have the same scientific name as a snowy owl. So, Bubo scandiacus and Ardea alba are not in the same species.\nBubo scandiacus has the same scientific name as a snowy owl. So, these organisms are in the same species. The answer is A.",
+    "8259": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Atlantic Ocean. The answer is A.",
+    "8264": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two soap bubbles are made of the same material and have the same mass. So, the soap bubble with less thermal energy has a lower temperature. The answer is B.",
+    "8267": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Most humans are born with five toes on each foot. So, having five toes is an inherited trait. The answer is A.",
+    "8269": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "8276": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a grain of rice is 3 millimeters.\n3 centimeters, 3 meters, and 3 kilometers are all too long. The answer is A.",
+    "8285": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. The summer squash plant's genotype for the leaf texture gene is ll. The summer squash plant's genotype of ll has only l alleles. The l allele is for smooth leaves. So, the summer squash plant's phenotype for the leaf texture trait must be smooth leaves.\nTo check this answer, consider whether the summer squash plant's alleles are dominant or recessive. The allele for smooth leaves (l) is recessive to the allele for fuzzy leaves (L). This means L is a dominant allele, and l is a recessive allele.\nThe summer squash plant's genotype of ll has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the summer squash plant's phenotype for the leaf texture trait must be smooth leaves. The answer is B.",
+    "8294": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Pacific Ocean. The answer is D.",
+    "8296": "Classical conditioning is a type of learning in which an animal learns to associate two events that were not originally related. This type of learning was first described by Russian physiologist Ivan Pavlov.\nPavlov noticed that his dogs began to salivate before he gave them food. This salivation was a natural, unconditioned response. Pavlov used this response to teach his dogs to associate the ringing of a bell with the arrival of food. Soon, the dogs began to salivate in response to the bell, even before food arrived. The salivation to the bell was a conditioned response. The answer is B.",
+    "8300": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy.\nBecause the particles in both samples have the same average kinetic energy, the samples must have the same temperature. The answer is B.",
+    "8308": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Jason wants or needs:\nJason will give up the chance to wear the costume he is more excited about. The answer is A.",
+    "8321": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBeating an egg is a physical change. Beating an egg mixes together the egg white, egg yolk, and some air. But mixing them together does not form a different type of matter.\nMixing lettuce and salad dressing is a physical change. Together, the salad and dressing make a mixture. But making this mixture does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D.",
+    "8332": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury The ad appeals to pathos, or emotion. It links the product to a positive feeling (a happy heart). The answer is C.",
+    "8335": "The First Amendment says that the government cannot take away a person's freedom of speech or freedom of religion. In the United States, voting rights and the right to own weapons are not covered by the First Amendment. Freedom of speech means that Americans can say and write what they want. But there are some limits on freedom of speech. For example, a person cannot write lies about someone in a newspaper. Freedom of religion means a person can choose his or her own religion. In the United States, the government cannot tell a person what to believe. The complete text of the First Amendment is below. Does it mention any other rights? Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. The answer is A.",
+    "8338": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nNobody goes there anymore: it's too crowded at first appears to be contradictory, because if no one goes to the restaurant, then the restaurant should be empty, not crowded. However, it contains some truth: if a restaurant is frequently perceived to be too crowded, many people will no longer want to go there. The answer is A.",
+    "8346": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Asia. The answer is A.",
+    "8357": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is C.",
+    "8358": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the opalescent nudibranch.\nThe opalescent nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the opalescent nudibranch is toxic and dangerous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe blue poison dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators.\nThe lechwe has light-brown fur covering its skin. Its skin is not adapted to be a warning sign that wards off predators. The answer is B.",
+    "8362": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. They has been replaced with scientists.\nScientists are researching a hybrid South African tobacco plant that may decrease reliance on fossil fuels. It contains oily seeds that can be transformed into sustainable biofuel. The answer is A.",
+    "8363": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince side is between the guide words skirt - stories, it would be found on that page. The answer is B.",
+    "8368": "Although the Moon appears to shine, it does not give off light. Instead, we can see the Moon because it is lit up by the Sun. The part of the Moon that is both lit up by the Sun and facing Earth is called the Moon's phase.\nThe Moon orbits, or goes around, Earth. As it does, the Moon's phase changes. The model below shows the Moon's phase at eight positions in its orbit. The smaller moons closer to Earth show where sunlight hits the Moon. The larger moons farther from Earth show how the Moon will look during that phase.\nTo use the model, first pick one of the eight positions. Then, imagine standing on Earth and looking up at the Moon. Use the dotted white lines in the model to guide you. The picture of the Moon shows its phase for that position. If you are in the Southern Hemisphere, the Moon will appear flipped, left to right. The answer is A.",
+    "8371": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each battery decreased, which means that the thermal energy of each battery decreased. So, thermal energy was transferred from each battery to the surroundings. The answer is B.",
+    "8374": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to play soccer. Instead, some people learn how to play soccer. Playing the sport takes practice. So, playing soccer is an acquired trait. The answer is B.",
+    "8386": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a car key is 7 centimeters.\n7 kilometers is too long. The answer is B.",
+    "8394": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.\nAppeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\ninclude an endorsement from a respected organization, such as the American Dental Association\nfeature a testimonial from a \"real person\" who shares the audience's values\nuse an admired celebrity or athlete as a spokesperson\nAppeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\ncite results of clinical trials or independently conducted studies\nexplain the science behind a product or service\nemphasize that the product is a financially wise choice\nanticipate and refute potential counterclaims\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury The ad appeals to pathos, or emotion, by associating the product with feelings of belonging and family love. The answer is A.",
+    "8397": "The answer is A.",
+    "8398": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "8403": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA scratchy object is rough and itchy against your skin. The sandpaper is scratchy.\nA breakable object will break into pieces if you drop it. The sandpaper is not breakable. The answer is A.",
+    "8406": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence asks something, and it ends with a question mark. It is an interrogative sentence. The answer is C.",
+    "8408": "This country is Solomon Islands. The answer is D.",
+    "8422": "The answer is A.",
+    "8447": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. Look at the distance each bicycle moved and the time it took to move that distance. The direction each bicycle moved does not affect its speed.\nNotice that each bicycle moved for 5 hours. The bicycle that moved 70 miles moved the farthest distance in that time. So, that bicycle must have moved at the highest speed. The answer is B.",
+    "8449": "This country is Jamaica. The answer is C.",
+    "8451": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a bus route across a small town is 5 kilometers.\n5 centimeters is too short. The answer is B.",
+    "8453": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince fare is between the guide words flow - four, it would be found on that page. The answer is B.",
+    "8454": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. A crown is a solid. A solid has a size and shape of its own.\nCrowns can be made of many different materials. Some crowns are made of gold, which is a solid. Other crowns are made of paper, which is a solid. The answer is A.",
+    "8456": "This country is the Federated States of Micronesia. The answer is C.",
+    "8460": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n A turtle shell does not have all the properties of a mineral. So, a turtle shell is not a mineral. The answer is A.",
+    "8478": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Uncle Dave is capitalized because it is a proper noun. The answer is A.",
+    "8487": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. Look at the distance each ship moved and the time it took to move that distance. The direction each ship moved does not affect its speed.\nNotice that each ship moved for 10 hours. The ship that moved 385 miles moved the farthest distance in that time. So, that ship must have moved at the highest speed. The answer is B.",
+    "8490": "The colony is Pennsylvania. The answer is B.",
+    "8492": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is A.",
+    "8496": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. The water in a fishbowl is a liquid. A liquid takes the shape of any container it is in.\nIf you pour water from a fishbowl into a different container, the water will take the shape of that container. But the water will still take up the same amount of space. The answer is A.",
+    "8497": "Montgomery is the capital of Alabama. The answer is C.",
+    "8498": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence asks something, and it ends with a question mark. It is an interrogative sentence. The answer is B.",
+    "8500": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. Look at the distance each mountain biker moved and the time it took to move that distance.\nOne mountain biker moved 100 miles in 10 hours.\nThe other mountain biker moved 190 miles in 10 hours.\nNotice that each mountain biker spent the same amount of time moving. The mountain biker who moved 100 miles moved a shorter distance in that time. So, that mountain biker must have moved at a lower speed. The answer is B.",
+    "8502": "Sacramento is the capital of California. The answer is B.",
+    "8505": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a bottle of hot sauce is 4 fluid ounces.\n4 cups and 4 gallons are both too much. The answer is B.",
+    "8509": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses factoid in its traditional sense: something made up presented as a true fact.\nThe lecturer became flustered when a factoid that she had presented was promptly refuted by an expert in the field.\nThe first text uses factoid in its nontraditional sense: a trivial but true fact.\nThe lecturer's presentation on economics included some interesting factoids from recent research studies in the field.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard. The answer is A.",
+    "8510": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nFish have the following traits:\nThey have fins, not limbs.\nThey make eggs with no shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA green frog has the following traits:\nIt spends part of its life in water and part on land.\nIt has moist skin.\nIt makes eggs with no shells.\nA green frog does not have all of the traits of a fish. A green frog is an amphibian.\nA minnow has the following traits:\nIt has fins, not limbs.\nIt makes eggs with no shells.\nA minnow has the traits of a fish. A minnow is a fish. The answer is B.",
+    "8515": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA copper statue turning green is a chemical change. The copper reacts with oxygen in the air. This reaction forms a different type of matter called copper oxide. The copper oxide is green.\nFiring a clay pot in a hot kiln is a chemical change. High temperatures cause the clay to slowly harden. After several hours in the kiln, the clay will have changed into a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nFiring a clay pot is caused by heating. But a copper statue turning green is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D.",
+    "8516": "Mark wanted broccoli in his lunch and Valeria was hoping for tomatoes. Look at the labeled part of the images.\nMark has tomatoes. Valeria has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is A.",
+    "8518": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A.",
+    "8520": "Harrisburg is the capital of Pennsylvania. The answer is A.",
+    "8533": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion We're not in Kansas anymore is a movie.\nIn the 1939 film The Wizard of Oz, Dorothy, a young farm girl from Kansas, finds herself in Oz, an unusual place that looks nothing like her home. She says to her dog, \"Toto, I've a feeling we're not in Kansas anymore.\"\nThe allusion We're not in Kansas anymore means we're in an unfamiliar place. The answer is B.",
+    "8536": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince mar is not between the guide words modest - musician, it would not be found on that page. The answer is A.",
+    "8541": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down. The answer is B.",
+    "8542": "Montpelier is the capital of Vermont. The answer is D.",
+    "8543": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "8551": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Bradypus variegatus is written in italics. The first word is capitalized, and the second word is not.\nSo, Bradypus variegatus is the scientific name. The answer is B.",
+    "8553": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to cook. Instead, many people learn how to cook. So, cooking is an acquired trait. The answer is B.",
+    "8554": "Honolulu is the capital of Hawaii. The answer is A.",
+    "8557": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence. The answer is A.",
+    "8571": "A force is a push or a pull that one object applies to a second object.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The woman's finger applies a force to the first domino. This force causes the domino to topple. The direction of this force is away from the woman's finger. This force is a push. The answer is B.",
+    "8572": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "8573": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence asks something, and it ends with a question mark. It is an interrogative sentence. The answer is C.",
+    "8580": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun she could refer to Kate or Katie.\nKate asked Katie to make a flourless chocolate cake for their book club meeting because she has a gluten allergy.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nBecause Katie has a gluten allergy, Kate asked her to make a flourless chocolate cake for their book club meeting. The answer is A.",
+    "8581": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Sharon fell asleep Mom put a blanket on her is a run-on sentence. It has two sentences that are joined without end punctuation: Sharon fell asleep and Mom put a blanket on her. The answer is B.",
+    "8583": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, go. The verb tells you about something that is going to happen. The answer is C.",
+    "8584": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nBetween jobs is an indirect way of saying unemployed. The answer is B.",
+    "8587": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA hard object does not change shape when pressed or squeezed. All three objects are hard.\nA bouncy object will bounce back from the floor if you drop it. The ceramic mug and the glass flask are not bouncy.\nA stretchy object gets longer when you pull on it. None of the objects are stretchy.\nThe property that all three objects have in common is hard. The answer is B.",
+    "8595": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks. This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.\nThe honey mushroom, a fungus spreading over more than two thousand acres across eastern Oregon's Malheur National Forest, is thought to be the largest living organism on Earth. The answer is B.",
+    "8599": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A.",
+    "8606": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is B.",
+    "8609": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Quartzite does not have all the properties of a mineral. So, quartzite is not a mineral. The answer is A.",
+    "8614": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles. The answer is C.",
+    "8618": "According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. Samantha's foot is pushing on the gas pedal. So, Newton's third law tells you that the gas pedal is pushing on Samantha's foot. The answer is A.",
+    "8625": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "8640": "The city is Miami, Florida. New Orleans, Oklahoma City, and Nashville are marked with gray circles on the map below. The answer is D.",
+    "8648": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony. The answer is B.",
+    "8666": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a thermos is 6 cups.\n6 fluid ounces is too little and 6 gallons is too much. The answer is B.",
+    "8671": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. Look at the distance each goose moved and the time it took to move that distance. The direction each goose moved does not affect its speed.\nNotice that each goose moved for 5 hours. The goose that moved 120 miles moved the shortest distance in that time. So, that goose must have moved at the lowest speed. The answer is C.",
+    "8672": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the ip sound.\nThe words lake and make rhyme. They both end with the ake sound.\nThe words tip and lake don't rhyme. They end with different sounds. The words three and bee rhyme. They both end with the ee sound.\nThe word green does not rhyme. It ends with a different sound. The answer is C.",
+    "8676": "Look at the table and images.\nGordon wants broccoli. Ariel wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D.",
+    "8681": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince because is between the guide words bare - bite, it would be found on that page. The answer is A.",
+    "8686": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun she could refer to Mrs. Herman or her friend.\nMrs. Herman told her friend that she needs to exercise on a regular basis and get more sleep in order to have more energy throughout the day.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nMrs. Herman told her friend to exercise on a regular basis and get more sleep in order to have more energy throughout the day. The answer is A.",
+    "8689": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion by the skin of his teeth is the Bible.\nIn the Bible, Job complains to God about his hardships, saying that both strangers and those he loves have turned against him. He says, \"My bone cleaveth to my skin and to my flesh, and I am escaped with the skin of my teeth.\" Scholars have long debated the exact meaning of the phrase, but many claim that Job is saying that he narrowly escaped death.\nThe allusion by the skin of his teeth means just barely. The answer is B.",
+    "8692": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Polytrichum commune is a plant. Plants are made up of many cells. The answer is B.",
+    "8703": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun she could refer to Katie or Abby.\nKatie looks almost identical to her twin sister Abby, but she has pierced ears.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nKatie has pierced ears, but otherwise she looks almost identical to her twin sister Abby. The answer is A.",
+    "8709": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is C.",
+    "8715": "All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. A yak is a living thing.\nYaks grow and respond to their environment. They need food and water. Yaks are made up of many cells.\nA bracelet is not a living thing.\nBracelets do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nA ferris wheel is not a living thing.\nA ferris wheel does not have all the traits of a living thing. It moves in a circle, but it does not grow. It does not need food or water.\nRain is not a living thing.\nRain is made of water. It helps living things survive. But it does not have all the traits of a living thing. Rain does not grow or need food. The answer is A.",
+    "8720": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is B.",
+    "8721": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B.",
+    "8722": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is A.",
+    "8727": "Hartford is the capital of Connecticut. The answer is C.",
+    "8729": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses nauseous in its traditional sense: causing disgust or nausea.\nDanielle couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past.\nThe second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nThe odor emanating from the landfill made Danielle so nauseous that she had to roll up the car windows as she drove past.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard. The answer is A.",
+    "8732": "Look at the text in bold below. It tells you why farmers would have appreciated cats eight thousand years ago.\nCats were wild then. However, they were likely drawn to farming communities because there were mice to hunt. The farmers would have noticed and appreciated these visitors. To keep the cats around, these early farmers may have given food and even shelter to the wild cats. The farmers and cats probably helped one another. The answer is B.",
+    "8743": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence. The answer is B.",
+    "8749": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nDry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation.\nDry ice becoming a gas is a physical change. A change of state does not form a different type of matter.\nLoose matter such as sand and dirt is called sediment. Sediment settling to the bottom of a muddy puddle is a physical change.\nThe sediment sinks, and the water above becomes clearer. This separates the water from the sediment. But separating a mixture does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nDry ice sublimating is caused by heating. But sediment settling to the bottom of a muddy puddle is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D.",
+    "8752": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince dazzle is between the guide words desk - drop, it would be found on that page. The answer is A.",
+    "8763": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Jacob Trevino is the most qualified candidate, because so many voters turned out to vote. However, even though many people voted for him, that doesn't necessarily mean that Jacob Trevino is the most qualified candidate. This illustrates a type of logical fallacy known as the bandwagon fallacy. The answer is A.",
+    "8769": "Jefferson City is the capital of Missouri. The answer is C.",
+    "8779": "A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. To determine if there is a net force on the ice cube, look at the forces:\nEarth's gravity is pulling the ice cube down with a force of 0.1 N.\nThe water is pushing the ice cube up with a force of 0.1 N.\nThe forces are in opposite directions, and the forces have the same magnitude: 0.1 N. This means that the forces are balanced, so there is no net force on the ice cube. The answer is B.",
+    "8785": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A.",
+    "8793": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to play hockey. Instead, some people learn how to play hockey. Playing the sport takes practice. So, playing hockey is an acquired trait. The answer is B.",
+    "8798": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA flexible object can be folded or bent without breaking easily. The pineapple is not flexible.\nPotato chips have a salty taste. The pineapple is not salty.\nA rough object feels scratchy when you touch it. All four objects are rough.\nThe property that all four objects have in common is rough. The answer is B.",
+    "8805": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nLisbon, Portugal, has cloudy skies today. So, the air pressure is low.\nAir pressure is caused by the weight of the air in the atmosphere. When the air pressure is low, the sky is usually cloudy.\nThe passage tells you about the air pressure in Lisbon today. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A.",
+    "8811": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA translucent object lets light through. But you cannot see clearly through a translucent object. All three objects are translucent.\nA stretchy object gets longer when you pull on it. None of the objects are stretchy.\nA bumpy object is covered in lumps and bumps. The jello is not bumpy.\nThe property that all three objects have in common is translucent. The answer is A.",
+    "8819": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A song should be in quotation marks.\nThe correct title is \"Any Dream Will Do.\" The answer is B.",
+    "8841": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "8847": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. The answer is B.",
+    "8852": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the clothes hanger.\nThe clothes hanger is made of two different materials. The loop is made of metal, and the rest of the hanger is made of wool. The answer is A.",
+    "8862": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the elementary substance copper.\nIn a space-filling model, the balls represent atoms that are bonded together. The color of a ball represents a specific chemical element. The atomic symbol for that chemical element is shown in the legend. Use the model to determine whether nickel is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the space-filling model shown above, all of the balls are the same color:\n. The legend shows that dark blue represents the chemical element with the atomic symbol Ni. So, the model shows you that nickel is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that nickel is composed of only one chemical element. So, nickel is an elementary substance. The answer is A.",
+    "8876": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing. In a Venn diagram, each circle shows things that are true for a particular topic. The middle, where the two circles overlap, shows things that are true for both topics. This Venn diagram shows information about two ancient poems.\nThe detail about the Odyssey and the Aeneid is in the middle of the diagram. This shows that both poems were written after the Trojan War. The answer is A.",
+    "8878": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. You can tell whether silicon dioxide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for silicon dioxide, SiO2, contains two atomic symbols: Si for silicon and O for oxygen. So, the formula tells you that silicon dioxide is composed of two chemical elements bonded together.\nSince silicon dioxide is composed of multiple chemical elements bonded together, silicon dioxide is a compound. The answer is A.",
+    "8880": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the bronze-winged jacana.\nThe bronze-winged jacana uses its toes to spread its weight out over a large area. This can help it walk on leaves without sinking into the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe purple gallinule has long, thin toes on its feet. Its feet are adapted for walking on floating leaves.\nThe Magellan penguin has webbed feet. Its feet are not adapted for walking on floating leaves. The Magellan penguin uses its feet to swim. The answer is B.",
+    "8884": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of an adult great white shark is 4 yards.\n4 inches and 4 feet are both too short. The answer is A.",
+    "8887": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses onomatopoeia, a word that expresses a sound.\nBeep represents the sound that tells the caller to start recording a message. The answer is B.",
+    "8889": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. The answer is B.",
+    "8890": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun them could refer to the branches or the power lines.\nThe second answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the power lines.\nSince the branches had grown over the power lines, Lauren requested a permit to have the power lines removed. The answer is B.",
+    "8894": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Jupiter's genotype for the coat pattern gene is AA. Jupiter's genotype of AA has only A allelles. The A allele is for a black coat. So, Jupiter's phenotype for the coat pattern trait must be a black coat.\nTo check this answer, consider whether Jupiter's alleles are dominant or recessive. The allele for a spotted coat (a) is recessive to the allele for a black coat (A). This means A is a dominant allele, and a is a recessive allele.\nJupiter's genotype of AA has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Jupiter's phenotype for the coat pattern trait must be a black coat. The answer is B.",
+    "8897": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince blueberry is between the guide words beginner - bottom, it would be found on that page. The answer is A.",
+    "8901": "Before the Louisiana Purchase, the western boundary of the United States was the Mississippi River. The United States had no right to the land west of the Mississippi.\nThe Louisiana Purchase was a deal in which the United States bought the land west of the Mississippi from France. The answer is B.",
+    "8904": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a large trash can is 16 gallons.\n16 fluid ounces and 16 cups are both too little. The answer is B.",
+    "8905": "All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. A shoe is not a living thing.\nShoes do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nAn iceberg is not a living thing.\nAn iceberg does not have all the traits of a living thing. It may grow or melt in response to the world around it, but it does not need food.\nA fig tree is a living thing.\nFig trees grow and respond to their environment. They need food and water. Fig trees are made up of many cells.\nFig trees are plants. They make their own food using water, carbon dioxide, and energy from sunlight.\nA pushpin is not a living thing.\nPushpins do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water. The answer is D.",
+    "8906": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B.",
+    "8917": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA hard object does not change shape when pressed or squeezed. The chocolate milkshake, the chocolate bar, and the ice cream sundae are not hard.\nA stretchy object gets longer when you pull on it. The ice cream sundae is not stretchy.\nA sticky object can attach or stick to other things. All four objects are sticky.\nThe property that all four objects have in common is sticky. The answer is A.",
+    "8931": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Boston, look at the graph.\nChoice \"Mar\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"Precipitation does not change much from month to month in Boston.\" is incorrect.\nThe average monthly precipitation changes only slightly throughout the year.\nChoice \"March is the month with the highest average precipitation.\" is incorrect.\nJanuary, not March, has the highest average monthly precipitation.\nChoice \"About the same amount of precipitation falls each month between May and October.\" is incorrect.\nThe average monthly precipitation does not change much between May and October. So, about the same amount of precipitation falls each month during that time. The answer is B.",
+    "8932": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is B.",
+    "8937": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Nostradamus is history.\nNostradamus, a sixteenth-century French astrologer and physician, is best known as the author of a book of prophecies.\nThe allusion Nostradamus means a seer or predictor of the future. The answer is B.",
+    "8948": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "8952": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B.",
+    "8957": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the bronze-winged jacana.\nThe bronze-winged jacana uses its toes to spread its weight out over a large area. This can help it walk on leaves without sinking into the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe northern jacana has long, thin toes on its feet. Its feet are adapted for walking on floating leaves.\nThe emu has large, heavy feet with thick toes. Its feet are not adapted for walking on floating leaves. The emu uses its feet to walk and run on hard ground. The answer is B.",
+    "8959": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. The answer is A.",
+    "8963": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The first sentence is less formal. You can tell because it uses a contraction (didn't).\nThe second sentence does not use a contraction, so it is more formal. The answer is B.",
+    "8965": "This country is Saint Lucia. The answer is B.",
+    "8969": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince mild is between the guide words meddle - mound, it would be found on that page. The answer is B.",
+    "8972": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different species of plants and animals. So, the following statement describes the Yasuni National Park ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different species of plants and animals. It has soil that is poor in nutrients. The following statements do not describe Yasuni National Park: year-round rain and warm temperatures, soil that is poor in nutrients, and many different species of plants and animals. It has mostly small plants. It has soil that is rich in nutrients. The answer is B.",
+    "8974": "According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. Pete is pulling on the suitcase. So, Newton's third law tells you that the suitcase is pulling on Pete. The answer is B.",
+    "8980": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in New Orleans, look at the graph.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"October is the wettest month.\" is incorrect.\nEvery other month has a higher average precipitation than October. So, October is the driest, not the wettest, month.\nChoice \"The wettest months of the year are June, July, and August.\" is incorrect.\nOn average, more precipitation falls during June, July, and August than during other months of the year. So, June, July, and August are the wettest months.\nChoice \"June, July, and August are the driest months of the year.\" is incorrect.\nOn average, slightly more precipitation falls during June, July, and August than during the other months of the year. So, June, July, and August are not the driest months. The answer is A.",
+    "9001": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode! The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nThe hyperbole dinosaurs were still roaming the Earth suggests that Lorenzo hasn't cleaned his room in a very long time. He did not actually clean his room millions of years ago when dinosaurs existed. The answer is B.",
+    "9003": "A material is a type of matter. Wood, glass, metal, and plastic are common materials. Look at the picture of the dress.\nThe dress is made of cotton.\nCotton is a soft, white fabric. Cotton is made from a plant! First, the cotton is grown. Then, the cotton is spun into yarn. The yarn can be dyed and used to make clothes. The answer is B.",
+    "9004": "The answer is C.",
+    "9005": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for boron trifluoride contains two symbols: B for boron and F for fluorine. So, boron trifluoride is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, boron trifluoride is a compound, not an elementary substance. The chemical formula for helium contains one symbol: He. So, helium is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, helium is an elementary substance. The chemical formula for fluoromethanol contains four symbols: C for carbon, H for hydrogen, F for fluorine, and O for oxygen. So, fluoromethanol is made of four chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, fluoromethanol is a compound, not an elementary substance. The answer is A.",
+    "9010": "Honolulu is the capital of Hawaii. The answer is A.",
+    "9019": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is B.",
+    "9038": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Flexible is a property. A flexible material can be bent without breaking easily.\nLook at each picture, one at a time. Imagine bending the material shown in each picture.\nOf the choices, the rubber gloves are the most flexible. If you bend rubber gloves, they will not break. The answer is A.",
+    "9052": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of a goat is 30 kilograms.\n30 grams is too light. The answer is B.",
+    "9054": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince leaf is between the guide words land - lilac, it would be found on that page. The answer is A.",
+    "9055": "A plant cell does not have a cell membrane.\nThis statement is false. Every cell has a cell membrane. The cell membrane controls which substances enter and leave the cell. The answer is B.",
+    "9057": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A magazine should be in italics.\nThe correct title is **Car and Driver**. The answer is A.",
+    "9058": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n To determine if this statement is true, calculate the value of 10,000 times the volume of Mars.\nThen compare the result to the volume of Jupiter. Jupiter's volume is 1.43 x 10^15 km^3, which is less than 1.63 x 10^15 km^3. So, Jupiter's volume is less than 10,000 times as large as the volume of Mars. The answer is B.",
+    "9067": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Idaho is farthest west. The answer is B.",
+    "9068": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA soft object changes shape when you squeeze it. The glass is not soft.\nA hard object does not change shape when you squeeze it. Both objects are hard.\nThe property that both objects have in common is hard. The answer is A.",
+    "9070": "Indianapolis is the capital of Indiana. The answer is B.",
+    "9071": "Evidence is information that tells you something happened.\nHow do you look for evidence of a change to Earth's surface?\nThere are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.\nHere are some examples of what the evidence for different changes might be:\nCause of the change | Evidence of the change\nearthquake | cracks in the ground; houses with broken walls and roofs\nvolcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground\nerosion | a canyon with a river flowing through it; a river carrying sand and mud\nBe careful when you are looking for evidence!\nA picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!\nFor example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.\n The answer is A.",
+    "9084": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is B.",
+    "9089": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, Gunung Leuser National Park has year-round warm temperatures. It also has soil that is poor in nutrients. The answer is A.",
+    "9091": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the phrase calling my name. It describes the pie as if it were a person trying to get noticed. The answer is A.",
+    "9093": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is A.",
+    "9095": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the Taklamakan Desert has dry, thin soil. It also has a small amount of rain or snow. The answer is A.",
+    "9096": "The colony is Pennsylvania. The answer is C.",
+    "9101": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, chops. The verb ends in -s and tells you about something that is true or happening now. The answer is B.",
+    "9104": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBaking an apple pie is a chemical change. The type of matter in the pie changes. The apples become soft, and the crust turns brown.\nUsing polish to remove tarnish from a silver spoon is a chemical change. The polish changes into a different type of matter that can make the silver look shiny again.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBaking is caused by heating. But using polish to remove tarnish from a silver spoon is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D.",
+    "9106": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that the speaker is not trustworthy, because she never finished law school. This is a personal attack that isn't relevant to whether the speaker would make a good babysitter. This illustrates a type of logical fallacy known as ad hominem. The answer is A.",
+    "9109": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with one source.\nWhen Molly was researching the lives of famous scientists, one source said that Albert Einstein had a speech impediment when he was a child. The answer is B.",
+    "9120": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is B.",
+    "9127": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the subordinating conjunction because.\nBecause most wild orchids naturally affix themselves to trees and branches, planting an orchid in soil will likely kill it. The answer is B.",
+    "9134": "Little Rock is the capital of Arkansas. The answer is A.",
+    "9143": "A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. To determine if there is a net force on Max, look at the forces:\nEarth's gravity is pulling Max down with a force of 400 N.\nThe diving board is pushing Max up with a force of 400 N.\nThe forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Max. The answer is B.",
+    "9144": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Missouri is farthest north. The answer is A.",
+    "9146": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince very is between the guide words vain - vinegar, it would be found on that page. The answer is A.",
+    "9150": "Look at the table and images.\nJasmine wants broccoli. Bryan wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D.",
+    "9169": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the Suriname toad.\nThe Suriname toad has webbed feet. Its feet are adapted for swimming. As it swims, the Suriname toad uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe African clawed frog has webbed feet. Its feet are adapted for swimming.\nThe giraffe has large, heavy, hoofed feet. Its feet are not adapted for swimming. The giraffe uses its feet to walk and run on hard ground. The answer is B.",
+    "9177": "Austin is the capital of Texas. The answer is C.",
+    "9189": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Wendy wants or needs:\nWendy will give up the chance to watch the movie that she is more excited about. The answer is B.",
+    "9196": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C.",
+    "9197": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A Chinese mitten crab's scientific name is Eriocheir sinensis.\nEriocheir sinensis has the same scientific name as a Chinese mitten crab. So, these organisms are in the same species.\nMelanoplus bivittatus does not have the same scientific name as a Chinese mitten crab. So, Eriocheir sinensis and Melanoplus bivittatus are not in the same species.\nAcanthaster planci does not have the same scientific name as a Chinese mitten crab. So, Eriocheir sinensis and Acanthaster planci are not in the same species. The answer is C.",
+    "9205": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nLoose matter such as sand and dirt is called sediment. Sediment settling to the bottom of a muddy puddle is a physical change.\nThe sediment sinks, and the water above becomes clearer. This separates the water from the sediment. But separating a mixture does not form a different type of matter.\nAn iceberg melting is a change of state. So, it is a physical change. An iceberg is made of frozen water. As it melts, the water changes from a solid to a liquid. But a different type of matter is not formed.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nAn iceberg melting is caused by heating. But sediment settling to the bottom of a muddy puddle is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B.",
+    "9214": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nGood luck ironically suggests that Alec was upset about staying home. Alec was actually unlucky because he couldn't join his friends at the water park. The answer is A.",
+    "9218": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Juan sat down on the rickety old chair, it abruptly collapsed beneath him. The answer is D.",
+    "9223": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the earthworm.\nThe only arrow pointing from the barren-ground caribou leads to the grizzly bear. The only arrow pointing from the grizzly bear leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the barren-ground caribou to the earthworm. The answer is B.",
+    "9225": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind. The text uses personification, giving human characteristics to nonhuman things.\nGlared at him suggests that it bothered Stefan that the essay wasn't finished. The essay is like a person who is bothering Stefan. The answer is B.",
+    "9231": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Brad wants to stop teaching English and start teaching foreign languages instead. However, this misrepresents Brad's argument. Brad only wants more foreign language instruction. He says nothing about stopping English instruction. This illustrates a type of logical fallacy known as a straw man. The answer is B.",
+    "9232": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each aquarium decreased, which means that the thermal energy of each aquarium decreased. So, thermal energy was transferred from each aquarium to the surroundings. The answer is A.",
+    "9233": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA breakable object will break into pieces if you drop it. Both objects are breakable.\nA rough object feels scratchy when you touch it. Neither of the objects are rough.\nThe property that both objects have in common is breakable. The answer is A.",
+    "9242": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statements describe the Kibale National Forest ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has soil that is poor in nutrients. It has year-round rain and warm temperatures. The following statement does not describe Kibale National Forest: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has soil that is rich in nutrients. The answer is A.",
+    "9247": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Grace's work is low quality because her friend's work is low quality. However, the work of Grace's friend does not necessarily reflect the quality of Grace's work. This illustrates a type of logical fallacy known as guilt by association. The answer is B.",
+    "9248": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a sofa is 6 yards.\n6 inches and 6 feet are both too short. The answer is C.",
+    "9249": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Florida is farthest east. The answer is B.",
+    "9257": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism your services will no longer be required means that the gardener is being fired. The answer is B.",
+    "9262": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Asia. The answer is A.",
+    "9266": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is A.",
+    "9275": "Jackson is the capital of Mississippi. The answer is A.",
+    "9277": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is A.",
+    "9278": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks. This is a run-on sentence. It is a comma splice formed from two sentences run together, joined by just a comma.\nRight-handedness is controlled by genetics, interestingly enough, the same genes are also responsible for the brain becoming more specialized at certain tasks.\nHere is one way to fix the run-on sentence:\nRight-handedness is controlled by genetics; interestingly enough, the same genes are also responsible for the brain becoming more specialized at certain tasks. The answer is A.",
+    "9283": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A western gorilla is a mammal. It has fur and feeds its young milk.\nGorillas live in groups called troops. The largest male in the troop is usually the leader.\nAn albatross is a bird. It has feathers, two wings, and a beak.\nAlbatrosses live near the ocean. They hunt squid, fish, and other small animals.\nA rabbit is a mammal. It has fur and feeds its young milk.\nRabbits live underground in burrows. A group of rabbit burrows is called a warren.\nA Galapagos giant tortoise is a reptile. It has scaly, waterproof skin.\nGalapagos tortoises live on the Galapagos Islands in the Pacific Ocean. They can live to be over 150 years old! The answer is B.",
+    "9285": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is C.",
+    "9287": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Chester's genotype for the fur texture gene is ff. Chester's genotype of ff has only f alleles. The f allele is for soft fur. So, Chester's phenotype for the fur texture trait must be soft fur.\nTo check this answer, consider whether Chester's alleles are dominant or recessive. The allele for soft fur (f) is recessive to the allele for rough fur (F). This means F is a dominant allele, and f is a recessive allele.\nChester's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Chester's phenotype for the fur texture trait must be soft fur. The answer is B.",
+    "9288": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Hard is a property. A hard material keeps its shape when you press on it with your finger.\nLook at each picture, one at a time. Imagine pushing on the material shown in each picture.\nOf the choices, the asphalt road is harder. If you press on an asphalt road, it will not change shape. The answer is B.",
+    "9290": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a soccer field is 370 feet.\n370 inches is too short. 370 yards and 370 miles are too long. The answer is C.",
+    "9294": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA slippery object is hard to hold onto or stand on. The yarn pom pom and the tennis ball are not slippery.\nBlue is a color.\nThis color is blue. All three objects are blue.\nA fuzzy object is covered in soft hair. All three objects are fuzzy.\nThe property that all three objects have in common is blue. The answer is A.",
+    "9295": "A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.\nIn a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.\nThe original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.\nThe substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.\nSo, in a chemical reaction, reactants go through a chemical change to form products. Read the underlined text carefully. Look for information about what happens to water in this chemical reaction.\nHydrogen peroxide, a household disinfectant, breaks down into water and oxygen gas over time. Light speeds up this process, so hydrogen peroxide is typically stored in a dark-colored bottle. The bottle's dark coloring blocks light and makes the hydrogen peroxide last longer.\nThe underlined text tells you that water forms when hydrogen peroxide breaks down. Because water is produced by this chemical reaction, water is a product. The answer is B.",
+    "9304": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses chiasmus, an expression in which the second half parallels the first but reverses the order of words.\nThe second half of the sentence reverses the order of the words for and your and reverses the phrase ask not what your country can do for you. The answer is B.",
+    "9323": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses travesty in its traditional sense: a ridiculous imitation; a parody.\nJohn Milton's epic poem Paradise Lost was first published in 1667. It's a travesty that only thirty-three pages of the original manuscript have survived.\nThe first text uses travesty in its nontraditional sense: a disappointment or a tragedy.\nIn 1687, John Phillips published a controversial English translation of Cervantes's Don Quixote. Phillips's translation, a travesty of the original story, was filled with vulgar humor.\nMost style guides recommend to use the traditional sense of the word travesty because it is considered more standard. The answer is B.",
+    "9328": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is B.",
+    "9330": "Madison is the capital of Wisconsin. The answer is A.",
+    "9332": "Augusta is the capital of Maine. The answer is C.",
+    "9336": "The prefix re- means \"again.\" The word construct means \"to build.\" So, reconstruct means \"to build something again.\" After the war, the Confederate states rejoined the Union states. The border states were Southern states that had never seceded. In 1861, the Civil War started when 11 Southern states seceded, or withdrew from the country. The seceded states tried to form a new country called the Confederate States of America. The two sides of the war, the Confederacy and the Union, fought for over four years. The Confederate states lost the war in 1865. During Reconstruction, Americans debated what to do with the former Confederate states. The answer is D.",
+    "9344": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A.",
+    "9345": "This country is Dominica. The answer is D.",
+    "9352": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. You can tell whether cyclooctasulfur is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for cyclooctasulfur is S8. This formula contains one symbol: S for sulfur. So, the formula tells you that cyclooctasulfur is made of one chemical element.\nSubstances made of only one chemical element are elementary substances. So, cyclooctasulfur is an elementary substance. The answer is B.",
+    "9356": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Maura doesn't have school spirit, because she doesn't go to football games. However, there may be a number of reasons why Maura doesn't go to football games. This illustrates a type of logical fallacy known as a false dichotomy. The answer is A.",
+    "9357": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nPotato chips have a salty taste. All four objects are salty.\nA fuzzy object is covered in soft hair. The fries are not fuzzy.\nA smooth object is not scratchy or rough. The fries are not smooth.\nThe property that all four objects have in common is salty. The answer is A.",
+    "9361": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is C.",
+    "9367": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C.",
+    "9370": "A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. To determine if there is a net force on Natalie, look at the forces:\nEarth's gravity is pulling Natalie down with a force of 600 N.\nThe seat of the cart is pushing Natalie up with a force of 1,200 N.\nThe forces are in opposite directions, and the forces have different magnitudes: 600 N and 1,200 N. This means that the forces are unbalanced, so there is a net force on Natalie. The answer is B.",
+    "9375": "Look at the table and images.\nDuncan wants broccoli. Sam wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is A.",
+    "9381": "When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.\nBelow are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.\nBooks:\nFormat | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.\nExample | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.\nEssays, short stories, or poems in an anthology or book:\nFormat | Author(s). \"Essay, Poem, or Short Story Title.\" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.\nExample | James, Henry. \"The Middle Years.\" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.\nMagazine and newspaper articles:\nFormat | Author(s). \"Article Title.\" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.\nExample | Hayes, David J., and James H. Stock. \"The Real Cost of Coal.\" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.\nJournal articles:\nFormat | Author(s). \"Article Title.\" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.\nExample | Gillette, Jane, et al. \"Human Simulations of Vocabulary Learning.\" Cognition 73.2 (1999): 135-176. Print.\nWeb pages:\nFormat | Author(s). \"Page Title.\" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.\nExample | Gunn, Janelle P., and Lauren E. Owens. \"How to Slash Sodium from Your Diet.\" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.\nAdditional guidelines:\nAuthor Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by \"et al.,\" which stands for and others (e.g., Smith, Jane, et al.).\nMedium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are \"Print\" and \"Web,\" but other possibilities include \"Film,\" \"E-mail,\" and \"Lecture.\" Whenever the Medium of Publication is \"Web,\" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.\nEditors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. \"Ed.\" stands for edited by. \"Trans.\" stands for translated by.\nMissing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation \"n. pag.\" is used instead. If a work has no available publication date, the abbreviation \"n.d.\" is used instead. If a work has no available publisher or no available city of publication, the abbreviation \"n.p.\" is used instead.\n Look closely at the Works Cited entry:\nCamus, Albert. \"The Guest.\" Trans. Justin O'Brien. The Oxford Book of French Short Stories. Ed. Elizabeth Fallaize. Oxford: Oxford UP, 2002. Print.\nYou can tell that the cited work has been translated from another language because of the entry's formatting. Translated works include the word \"Trans.\" after the translator's name. The answer is A.",
+    "9382": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. Floods destroyed the cough drop factories in Georgetown. The number of producers of cough drops went down. So, the supply of cough drops will probably go down. The answer is B.",
+    "9386": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert. There is not a sentence fragment. These are complete sentences because they express complete thoughts.\nIn 2004, a team of archaeologists discovered a three-foot-tall skeleton, dubbed the \"Hobbit,\" in Indonesia. Even after ten years, experts still debate whether the skeleton belonged to a modern human. The answer is B.",
+    "9387": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of an apple is 120 grams.\n120 kilograms is too heavy. The answer is B.",
+    "9388": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the fire salamander.\nThe fire salamander has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the fire salamander is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe opalescent nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators.\nThe lechwe has light-brown fur covering its skin. Its skin is not adapted to be a warning sign that wards off predators. The answer is A.",
+    "9389": "All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.\nScientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element. Count the number of chemical elements represented in the model. Then, decide if hydrogen fluoride is an elementary substance or a compound.\nIn this model, each ball is labeled with H for hydrogen or F for fluorine. So, the model shows you that hydrogen fluoride is made of two chemical elements bonded together.\nSubstances made of two or more chemical elements bonded together are compounds. So, hydrogen fluoride is a compound. The answer is B.",
+    "9394": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA puddle freezing into ice on a cold night is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed.\nMixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nA puddle freezing is caused by cooling. But mixing sand and water is not. The answer is C.",
+    "9399": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of an eraser is 40 grams.\n40 kilograms is too heavy. The answer is B.",
+    "9403": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A common kestrel's scientific name is Falco tinnunculus. The first word of its scientific name is Falco.\nFalco sparverius is in the genus Falco. The first word of its scientific name is Falco. So, Falco sparverius and Falco tinnunculus are in the same genus.\nArdea herodias is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea herodias and Falco tinnunculus are not in the same genus.\nTigrisoma mexicanum is in the genus Tigrisoma. The first word of its scientific name is Tigrisoma. So, Tigrisoma mexicanum and Falco tinnunculus are not in the same genus. The answer is A.",
+    "9415": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. A barn owl is an animal. It walks and flies.\nBarn owls live on every continent except Antarctica.\nA cedar tree is a plant. It has small leaves.\nCedar trees grow in many parts of the world. Many cedar trees grow on mountains. The answer is B.",
+    "9423": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "9436": "Rocks are made of minerals. Here are some properties of rocks:\nThey are solid.\nThey are formed in nature.\nThey are not made by living things.\nThey are not pure substances. Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.\nStyrofoam is made by humans. But rocks are not made by living things.\nSo, Styrofoam is not a rock.\nSlate is a rock.\nRhyolite is a rock. The answer is C.",
+    "9444": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, grabs. The verb ends in -s and tells you about something that is true or happening now. The answer is C.",
+    "9468": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. They has been replaced with the article the.\nRobert was recently reading about remote mountain villages, and the article said that they often have no Internet access. He couldn't imagine life without email! The answer is A.",
+    "9475": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. You can tell whether potassium hydroxide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for potassium hydroxide, KOH, contains three atomic symbols: K for potassium, O for oxygen, and H for hydrogen. So, the formula tells you that potassium hydroxide is composed of three chemical elements bonded together.\nSince potassium hydroxide is composed of multiple chemical elements bonded together, potassium hydroxide is a compound. The answer is A.",
+    "9481": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked. The text uses an allusion, a brief reference to someone or something well known.\nThe allusion the Midas touch suggests that Bobby is successful at all that he does. In Greek mythology, King Midas has the power to turn anything he touches into gold, easily creating value from nothing. The answer is B.",
+    "9489": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2. The answer is C.",
+    "9493": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the lichen.\nThe only arrow pointing to the snowy owl starts from the short-tailed weasel. The only arrow pointing to the short-tailed weasel starts from the brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the snowy owl.There is one path matter can take from the lichen to the Arctic fox: lichen->barren-ground caribou->Arctic fox. There are two paths matter can take from the lichen to the grizzly bear: lichen->barren-ground caribou->grizzly bear. lichen->barren-ground caribou->parasitic jaeger->grizzly bear. There is one path matter can take from the lichen to the rough-legged hawk: lichen->barren-ground caribou->rough-legged hawk. There are four paths matter can take from the lichen to the parasitic jaeger: lichen->barren-ground caribou->parasitic jaeger. lichen->barren-ground caribou->grizzly bear->parasitic jaeger. lichen->barren-ground caribou->mushroom->parasitic jaeger. lichen->brown lemming->parasitic jaeger. The answer is C.",
+    "9494": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that purchasing the computer's extended warranty is a wise choice because many people buy it. However, even though many people choose to buy the extended warranty, that doesn't necessarily mean that it's a wise choice. This illustrates a type of logical fallacy known as the bandwagon fallacy. The answer is C.",
+    "9495": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA flexible object can be folded or bent without breaking easily. All three objects are flexible.\nA fragile object will break into pieces if you drop it. None of the objects are fragile.\nYou can see clearly through a transparent object. None of the objects are transparent.\nThe property that all three objects have in common is flexible. The answer is C.",
+    "9499": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "9503": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is South America. The answer is B.",
+    "9504": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a cold glass of water is 4\u00b0C.\n4\u00b0F is too cold. The answer is A.",
+    "9505": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Kenny wants or needs:\nKenny will spend more money. Plane tickets for Kenny to get to Arkansas are more expensive than tickets to Delaware. The answer is A.",
+    "9508": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Tristan wants or needs:\nTristan will give up the chance to eat the raisins. The raisins would have been healthier than the oatmeal cookies. The answer is A.",
+    "9509": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. The two bottles of water have the same mass but different temperatures. Since the 25\u00b0C bottle of water is hotter than the 10\u00b0C bottle of water, it has more thermal energy. The answer is A.",
+    "9513": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince shy is between the guide words save - softly, it would be found on that page. The answer is A.",
+    "9514": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a vacuum cleaner is 19 pounds.\n19 ounces is too light and 19 tons is too heavy. The answer is A.",
+    "9525": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. The prime meridian is the line at 0\u00b0 longitude. It intersects Antarctica. It does not intersect South America or Australia. The answer is B.",
+    "9530": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a raisin is 11 millimeters.\n11 centimeters, 11 meters, and 11 kilometers are all too long. The answer is B.",
+    "9535": "A fact is something that can be proved by research or observation.\nNapoleon Bonaparte was shorter than King Louis XVI.\nThe statement above is a fact. The statement can be proved by researching the height of each man and comparing them.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.\nNapoleon Bonaparte was a better leader than King Louis XVI.\nThe statement above is an opinion. People can have different ideas about what makes someone a \"better\" leader, so the statement cannot be proved. The first sentence states a fact.\nAlmost seventy percent of respondents to a 2011 Pew Research survey said that they value space exploration.\nIt can be proved by conducting a survey and counting how many people said they value space exploration.\nThe second sentence states an opinion.\nEven if most Americans say that they approve of NASA's missions, the organization receives too much public funding.\nToo much shows what a person believes, thinks, or feels. Another person might have a different opinion about how much is too much. The answer is B.",
+    "9538": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Moxie's genotype for the coat color gene is LL. Moxie's genotype of LL has only L allelles. The L allele is for a black coat. So, Moxie's phenotype for the coat color trait must be a black coat.\nTo check this answer, consider whether Moxie's alleles are dominant or recessive. The allele for a black coat (L) is dominant over the allele for a red coat (l). This means L is a dominant allele, and l is a recessive allele.\nMoxie's genotype of LL has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Moxie's phenotype for the coat color trait must be a black coat. The answer is B.",
+    "9540": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Polly draws an arrow it points up is a sentence fragment. It is missing a subject. The answer is B.",
+    "9541": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert. There is a sentence fragment that does not express a complete thought.\nOne of the oldest harvest festivals in the world is the Chinese Mid-Autumn Festival. Which was first celebrated in the tenth century BCE.\nHere is one way to fix the sentence fragment:\nOne of the oldest harvest festivals in the world is the Chinese Mid-Autumn Festival, which was first celebrated in the tenth century BCE. The answer is B.",
+    "9544": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince chorus is between the guide words cedar - county, it would be found on that page. The answer is A.",
+    "9546": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 3 solute particles on the left side of the membrane and 5 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right. The answer is A.",
+    "9548": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. The two baked potatoes have the same mass but different temperatures. Since the 40\u00b0C potato is colder than the 60\u00b0C potato, it has less thermal energy. The answer is B.",
+    "9552": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A red kangaroo's scientific name is Macropus rufus. The first word of its scientific name is Macropus.\nCamelus bactrianus is in the genus Camelus. The first word of its scientific name is Camelus. So, Camelus bactrianus and Macropus rufus are not in the same genus.\nMacropus giganteus is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus giganteus and Macropus rufus are in the same genus.\nCervus canadensis is in the genus Cervus. The first word of its scientific name is Cervus. So, Cervus canadensis and Macropus rufus are not in the same genus. The answer is C.",
+    "9560": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A.",
+    "9561": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C.",
+    "9592": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Antarctica. The answer is C.",
+    "9593": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, pitch. The verb tells you about something that is going to happen. The answer is B.",
+    "9609": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the blue poison dart frog.\nThe blue poison dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the blue poison dart frog is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe sharpnose-puffer has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators.\nThe gray tree frog has gray-brown skin. Its skin is not adapted to be a warning sign that wards off predators. The answer is A.",
+    "9620": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nMixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before.\nCarving a piece of wood is a physical change. The wood changes shape, but it is still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C.",
+    "9621": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, make. The verb tells you about something that is going to happen. The answer is A.",
+    "9624": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. Look at the distance each goose moved and the time it took to move that distance.\nOne goose moved 190 miles in 5 hours.\nThe other goose moved 235 miles in 5 hours.\nNotice that each goose spent the same amount of time moving. The goose that moved 190 miles moved a shorter distance in that time. So, that goose must have moved at a lower speed. The answer is A.",
+    "9626": "The colony is New Jersey. The answer is D.",
+    "9628": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Atlantic Ocean. The answer is B.",
+    "9650": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. You can tell whether hydrogen is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for hydrogen is H2. This formula contains one symbol: H. So, the formula tells you that hydrogen is made of one chemical element.\nSubstances made of only one chemical element are elementary substances. So, hydrogen is an elementary substance. The answer is B.",
+    "9652": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the recipe.\nIf Peter doesn't know how to make homemade waffles, he can find the recipe in the cookbook. The answer is B.",
+    "9653": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a thermos is 7 cups.\n7 fluid ounces is too little and 7 gallons is too much. The answer is A.",
+    "9655": "This country is the Federated States of Micronesia. The answer is A.",
+    "9657": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.\nAn avid reader, Darnell attends weekly book club meetings, and he finishes several novels every month. The answer is B.",
+    "9668": "Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?\nConifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones onto female cones. After pollination, sperm from the pollen can combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe seeds can fall out of the cones and land on the ground. When a seed lands on the ground, it can germinate, or start to grow into a new plant. When pollen lands on a female cone, it is called pollination. This photograph shows wind blowing pollen from the male cones on a Japanese cedar tree.\nAfter a female cone is pollinated, its eggs can be fertilized. Fertilization is what happens when male cells from the pollen combine with eggs. The answer is A.",
+    "9670": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A European nightjar's scientific name is Caprimulgus europaeus. The first word of its scientific name is Caprimulgus.\nUlex europaeus and Caprimulgus europaeus are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Ulex europaeus and Caprimulgus europaeus have the same species name within their genus, europaeus. But the first words of their scientific names are different. Ulex europaeus is in the genus Ulex, and Caprimulgus europaeus is in the genus Caprimulgus.\nCaprimulgus macrurus is in the genus Caprimulgus. The first word of its scientific name is Caprimulgus. So, Caprimulgus macrurus and Caprimulgus europaeus are in the same genus.\nAcanthaster planci is in the genus Acanthaster. The first word of its scientific name is Acanthaster. So, Acanthaster planci and Caprimulgus europaeus are not in the same genus. The answer is A.",
+    "9676": "Sacramento is the capital of California. The answer is D.",
+    "9688": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nBetween jobs is an indirect way of saying unemployed. The answer is A.",
+    "9704": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "9710": "The answer is A.",
+    "9712": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two baked potatoes are made of the same material and have the same mass. So, the baked potato with less thermal energy has a lower temperature. The answer is B.",
+    "9713": "The answer is B.",
+    "9719": "Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?\nConifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones onto female cones. After pollination, sperm from the pollen can combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe seeds can fall out of the cones and land on the ground. When a seed lands on the ground, it can germinate, or start to grow into a new plant. Conifers use their cones to make seeds. Seeds grow inside the female cones.\nMany conifers have thin pointed leaves called needles. They use their needles to make food for the tree.\nThe roots of a conifer go down into the ground to get water and nutrients. They do not make seeds.\nThe answer is B.",
+    "9720": "Some words are alike. They go together in a group.\nRed, blue, and green go together. They are colors.\nMom, dad, grandma, and grandpa go together. They are people in a family. Squirrel, horse, and goat go together. They are animals. Leg is not an animal, so it is not like the other words. The answer is D.",
+    "9724": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, tell. The verb tells you about something that is true or happening now. The answer is C.",
+    "9726": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Precious has two alleles for straight fur (F). So, Precious's genotype for the fur type gene is FF. The answer is A.",
+    "9728": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B.",
+    "9732": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Over the summer, my cousin Brenna visited many times is a complete sentence. The subject is my cousin Brenna, and the verb is visited. The answer is A.",
+    "9738": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between the motorcycle and the center of Earth changed.\nThe top of the hill is higher than the bottom of the hill. As Stefan rode toward the top of the hill, the distance between the motorcycle and the center of Earth increased. So, the gravitational potential energy stored between the motorcycle and Earth increased as Stefan rode up the hill. The answer is C.",
+    "9744": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. A screwdriver is a solid. A solid has a size and shape of its own. The screwdriver has a metal blade and a plastic handle. Both metal and plastic are solids.\nGrape juice is a liquid. A liquid takes the shape of any container it is in. If you pour grape juice into a different container, the grape juice will take the shape of that container. But the grape juice will still take up the same amount of space.\nThe air from a hair dryer is a gas. A gas expands to fill a space. A hair dryer uses a fan to blow warm air out. When the air leaves the hair dryer, the air expands to fill a much large space.\nThe water from a faucet is a liquid. A liquid takes the shape of any container it is in. If you put water from a faucet into a container, the water will take the shape of that container. But the water will still take up the same amount of space. The answer is D.",
+    "9750": "The colony is Maryland. The answer is A.",
+    "9762": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses antithesis, the contrasting of opposing ideas within a parallel grammatical structure.\nGoethe contrasts love and marriage, two things that are often found together. The answer is B.",
+    "9765": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses onomatopoeia, a word that expresses a sound.\nBeep represents the sound that tells the caller to start recording a message. The answer is B.",
+    "9770": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that there are two ice planets and four rocky planets. So, there are half as many ice planets as rocky planets. The answer is A.",
+    "9772": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. Look at the distance each bat moved and the time it took to move that distance.\nOne bat moved 30 miles in 5 hours.\nThe other bat moved 40 miles in 5 hours.\nNotice that each bat spent the same amount of time moving. The bat that moved 30 miles moved a shorter distance in that time. So, that bat must have moved at a lower speed. The answer is A.",
+    "9783": "The colony is Rhode Island. The answer is C.",
+    "9784": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude. The answer is A.",
+    "9796": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to ride a motorcycle. Instead, many people learn how to ride. So, riding a motorcycle is an acquired trait. The answer is B.",
+    "9799": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait. The answer is A.",
+    "9806": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the lionfish.\nThe lionfish has venomous spines and brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the lionfish is venomous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe flamboyant cuttlefish has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators.\nThe lichen katydid has green and white patches on its body. Its skin is not adapted to be a warning sign that wards off predators. The answer is B.",
+    "9809": "Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy, carbon dioxide, and water to produce sugars and oxygen.\nPhotosynthetic organisms also often have the following characteristics:\nThey are producers, which are organisms that make their own food inside their cells. Because producers make their own food, they typically do not eat other organisms.\nTheir cells contain chloroplasts, which are cell structures where photosynthesis occurs.\nTheir chloroplasts often contain a green substance called chlorophyll. Chlorophyll captures light energy from the Sun to power photosynthesis.\nThey use the sugars they produce during photosynthesis as food. This food provides energy that helps the organisms live, grow, and reproduce. This organism is photosynthetic:\nThe text tells you that common fig plants use carbon dioxide and water to make food. This is evidence that the common fig plant is a photosynthetic organism.\nThis organism is not photosynthetic:\nThe text does not provide evidence that the double-eyed fig parrot is photosynthetic. The answer is A.",
+    "9811": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A tropical coral reef is a type of ecosystem. Tropical coral reefs have the following features: shallow, salty water, bright sunlight, and many different types of organisms. So, Jardines de la Reina National Park has bright sunlight. It also has shallow water. The answer is A.",
+    "9814": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is C.",
+    "9823": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring that do or do not have horns, consider whether each phenotype is the dominant or recessive allele's version of the horns trait. The question tells you that the h allele, which is for having horns, is recessive to the H allele, which is for not having horns.\nHaving horns is the recessive allele's version of the horns trait. A cow with the recessive version of the horns trait must have only recessive alleles for the horns gene. So, offspring that have horns must have the genotype hh.\nAll 4 boxes in the Punnett square have the genotype hh.\nNot having horns is the dominant allele's version of the horns trait. A cow with the dominant version of the horns trait must have at least one dominant allele for the horns gene. So, offspring that do not have horns must have the genotype HH or Hh.\nThere are 0 boxes in the Punnett square with the genotype HH or Hh.\nSo, the expected ratio of offspring that have horns to offspring that do not have horns is 4:0. This means that, based on the Punnett square, this cross will always produce offspring that have horns. This cross is expected to never produce offspring that do not have horns. The answer is D.",
+    "9834": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n To determine if this statement is true, calculate the value of ten times the volume of Neptune.\nThen compare the result to the volume of Uranus. The volume of Uranus is 6.83 x 10^13 km^3, which is less than 6.25 x 10^14 km^3. So, the volume of Uranus is less than ten times the volume of Neptune. The answer is B.",
+    "9840": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A play should be in italics.\nThe correct title is **Sale or Return**. The answer is A.",
+    "9846": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether iodine is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of iodine is composed of one atom of iodine bonded to one atom of carbon. So, iodine is composed of two chemical elements bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that iodine is composed of two chemical elements bonded together. So, iodine is a compound. The answer is B.",
+    "9855": "Pierre is the capital of South Dakota. The answer is A.",
+    "9866": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "9872": "A food web is a model.\nModels can make things in nature easier to understand. Models can be simpler than the things they represent. A food web is a model that shows where living things in an ecosystem get their food. If a food web showed every living thing in an ecosystem, the food web would be hard to understand. So, each food web shows how some living things in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one living thing to another. Each arrow shows the direction that matter moves when one living thing eats another living thing. An arrow starts from the living thing that is eaten. The arrow points to the living thing that is doing the eating.\nAn omnivore is a living thing that eats both plants and other living things. So, an omnivore has arrows pointing to it from both plants and other living things.\nThe phytoplankton does not have any arrows pointing to it from other living things. So, the phytoplankton is not an omnivore.\nThe plainfin midshipman has arrows pointing to it from both plants and other living things. The plainfin midshipman is an omnivore. The answer is B.",
+    "9874": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. To determine if this statement is true, calculate the value of three times the volume of Mercury.\nThen compare the result to the volume of Mars. The volume of Mars is 160 billion km^3, which is less than 180 billion km^3. So, the volume of Mars is less than three times as large as Mercury's. The answer is A.",
+    "9883": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between the whale and the center of Earth changed.\nThe surface of the water is higher than the deep ocean. As the whale swam toward the surface, the distance between the whale and the center of Earth increased. So, the gravitational potential energy stored between the whale and Earth increased as the whale swam toward the surface. The answer is A.",
+    "9884": "Rocks are made of minerals. Here are some properties of rocks:\nThey are solid.\nThey are formed in nature.\nThey are not made by living things.\nThey are not pure substances. Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.\nAn eggshell is made by a living thing. But rocks are not made by living things.\nSo, an eggshell is not a rock.\nConglomerate is a rock.\nPumice is a rock. The answer is B.",
+    "9885": "Lincoln is the capital of Nebraska. The answer is A.",
+    "9888": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to do ten jumping jacks is 26 seconds.\n26 minutes is too slow. The answer is A.",
+    "9891": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses ironic in its traditional sense: contrary to what was intended, often in an amusing way. It's ironic because Levi tried to get away from the snow but found himself in a snowstorm regardless.\nLast winter, Levi took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.\nThe first text uses ironic in its nontraditional sense: marked by coincidence. It was a coincidence that Levi's friends were in Florida the week before.\nLast winter, Levi took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.\nMost style guides recommend to avoid using the nontraditional sense of the word ironic because it is generally considered incorrect. The answer is B.",
+    "9898": "Harrisburg is the capital of Pennsylvania. The answer is D.",
+    "9902": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. A strong, bold girl is a sentence fragment. It is missing a subject. The answer is B.",
+    "9906": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nLee lives in a town with hot summers and freezing cold winters.\nThis passage tells you about the usual temperatures where Lee lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A.",
+    "9913": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "9915": "A pure substance is made of only one type of matter.\nA mixture is made of two or more types of matter mixed together. The answer is A.",
+    "9923": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is A.",
+    "9931": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, tell. The verb tells you about something that is true or happening now. The answer is B.",
+    "9942": "Juneau is the capital of Alaska. The answer is B.",
+    "9943": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince victory is between the guide words velvet - vote, it would be found on that page. The answer is A.",
+    "9946": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA soft object changes shape when pressed or squeezed. The butter and the eraser are soft, but the wet paint is not.\nA flexible object can be folded or bent without breaking easily. All three objects are flexible.\nA slippery object is hard to hold onto or stand on. The wet paint is slippery, but the butter and the eraser are not.\nThe property that all three objects have in common is flexible. The answer is B.",
+    "9948": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is A.",
+    "9953": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Jekyll and Hyde is literature.\nRobert Louis Stevenson's popular Victorian novella Dr. Jekyll and Mr. Hyde tells the story of a man with two distinct personalities. Known to the world as a kind and highly respected doctor, at night he transforms into a monstrous person.\nThe allusion Jekyll and Hyde means kind then cruel. The answer is A.",
+    "9960": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word in is not important, so it should not be capitalized.\nThe correct title is Alice in Space. The answer is A.",
+    "9974": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses antithesis, the contrasting of opposing ideas within a parallel grammatical structure.\nPope contrasts two parallel phrases, to err is human and to forgive is divine. The answer is B.",
+    "9977": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA bendable object can be bent without breaking. The tin foil is bendable.\nA bouncy object will bounce back from the floor if you drop it. The tin foil is not bouncy. The answer is A.",
+    "9984": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that of the eight planets, two are made mainly of gas and two are made mainly of ice. So, four of the eight, or half, of the planets are made mainly of gas or ice. The answer is A.",
+    "9993": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Flexible is a property. A flexible material can be bent without breaking easily.\nLook at each picture, one at a time. Imagine bending the material shown in each picture.\nOf the choices, the rock wall is more flexible. If you hit a rock wall, it will not bend easily. The answer is A.",
+    "10001": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is C.",
+    "10015": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the jeans.\nThe jeans are made of two different materials. The buttons and zipper of the jeans are made of metal. The rest of the jeans are made of cotton.\nJeans are made of a type of cotton fabric called denim. Denim is a fabric woven in a special way. The answer is A.",
+    "10017": "To describe the average temperature trends in Adelaide, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Apr\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Jan\" is incorrect.\nThe average temperatures in January and February are just above 20\u00b0C. These months have the highest average temperatures of all of the months. So, they are hotter than the other months. The answer is C.",
+    "10020": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A song should be in quotation marks.\nThe correct title is \"Do Your Ears Hang Low?\" The answer is A.",
+    "10028": "According to the Tenth Amendment, the Constitution lists all of the powers given to the United States government. Any power not listed in the Constitution belongs to either the state governments or the American people. The full text of the Tenth Amendment is below. The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people. The answer is A.",
+    "10037": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a sunflower seed is 12 millimeters.\n12 centimeters, 12 meters, and 12 kilometers are all too long. The answer is A.",
+    "10046": "Kevin wanted broccoli in his lunch and Lily was hoping for tomatoes. Look at the labeled part of the images.\nKevin has tomatoes. Lily has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is C.",
+    "10053": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each battery decreased, which means that the thermal energy of each battery decreased. So, thermal energy was transferred from each battery to the surroundings. The answer is A.",
+    "10056": "To find the answer, read the legend. The legend shows that white covers glaciers. So, the answer is ice. The answer is G.",
+    "10058": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion spidey sense is a comic book.\nThe comic book superhero Spider-Man possesses a spidey sense that warns him of impending trouble.\nThe allusion spidey sense means a sense of danger coming. The answer is A.",
+    "10065": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Bernard fell asleep with the window open because he woke up with a horrible migraine. However, the fact that Bernard fell asleep with the window open doesn't necessarily mean that he caused his migraine. This illustrates a type of logical fallacy known as false causation. The answer is B.",
+    "10068": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince shallow is between the guide words scream - slide, it would be found on that page. The answer is B.",
+    "10071": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that the four largest planets are Jupiter, Saturn, Uranus, and Neptune. Jupiter and Saturn are made mainly of gas. Uranus and Neptune are made mainly of ice. So, of the four largest planets, two are made mainly of gas. The answer is A.",
+    "10074": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to type. Instead, many people learn how to type. So, typing is an acquired trait. The answer is A.",
+    "10090": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with a reddish-brown coat or a black coat, consider whether each phenotype is the dominant or recessive allele's version of the coat color trait. The question tells you that the L allele, which is for a black coat, is dominant over the l allele, which is for a reddish-brown coat.\nA reddish-brown coat is the recessive allele's version of the coat color trait. A horse with the recessive version of the coat color trait must have only recessive alleles for the coat color gene. So, offspring with a reddish-brown coat must have the genotype ll.\nThere is 1 box in the Punnett square with the genotype ll. This box is highlighted below.\nA black coat is the dominant allele's version of the coat color trait. A horse with the dominant version of the coat color trait must have at least one dominant allele for the coat color gene. So, offspring with a black coat must have the genotype LL or Ll.\nThere are 3 boxes in the Punnett square with the genotype LL or Ll. These boxes are highlighted below.\nSo, the expected ratio of offspring with a reddish-brown coat to offspring with a black coat is 1:3. This means that, on average, this cross will produce 1 offspring with a reddish-brown coat for every 3 offspring with a black coat. The answer is A.",
+    "10091": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence asks something, and it ends with a question mark. It is an interrogative sentence. The answer is A.",
+    "10094": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the Cape vulture.\nThe Cape vulture has large, powerful wings. It is adapted for flight. Long, powerful wings help the Cape vulture travel long distances by air.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe flying fox has large, powerful wings. It is adapted for flight.\nThe European mole has short legs. It is not adapted for flight. The European mole uses its legs for crawling. The answer is A.",
+    "10097": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a caterpillar is 21 millimeters.\n21 centimeters, 21 meters, and 21 kilometers are all too long. The answer is C.",
+    "10099": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Arctic Ocean. The answer is D.",
+    "10101": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Zoe rode downhill on her bicycle she held onto the handles is a run-on sentence. It has two sentences that are joined without end punctuation: Zoe rode downhill on her bicycle and She held onto the handles. The answer is B.",
+    "10103": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBaking a loaf of bread is a chemical change. The type of matter in the dough changes when it is baked. The dough turns into bread!\nMelting glass is a change of state. So, it is a physical change. The glass changes from solid to liquid. But a different type of matter is not formed.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nMelting glass is a physical change. But baking a loaf of bread is not.\nBoth are chemical changes.\nBaking a loaf of bread is a chemical change. But melting glass is not.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C.",
+    "10114": "A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is \u00b0.\nSome thermometers measure temperature in degrees Celsius (\u00b0C). Celsius is one scale used to measure temperature.\nThis is a tube thermometer. It has a tube filled with a red liquid.\nThere is a Celsius scale along the right side of the tube. The top of the red liquid lines up with the number 30 on the scale. So, the temperature shown by this thermometer is 30\u00b0C. Find the top of the red liquid.\nNow look at the scale to the right. The top of the red liquid lines up with 25. So, the temperature is 25\u00b0C. The answer is A.",
+    "10115": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun her could refer to Molly's or her sister's.\nThe airline lost Molly's baggage when she flew to Hawaii with her sister last month.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nWhen Molly and her sister flew to Hawaii last month, the airline lost her baggage. The answer is B.",
+    "10124": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun her could refer to Eva or Amy.\nThe first answer choice shows a possible correction for the vague pronoun reference. Her has been replaced with Amy's.\nEva and her husband met Amy for lunch at a small caf\u00e9 around the block from Amy's office. The answer is A.",
+    "10128": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B.",
+    "10130": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Leopardus wiedii is an animal. Animal cells cannot make their own food. Animals get their food by digesting other organisms. The answer is A.",
+    "10132": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each salmon increased, which means that the thermal energy of each salmon increased. So, thermal energy was transferred from the surroundings to each salmon. The answer is A.",
+    "10140": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of an eyelash is 8 millimeters.\n8 centimeters, 8 meters, and 8 kilometers are all too long. The answer is D.",
+    "10141": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with sweet fruit or sour fruit, consider whether each phenotype is the dominant or recessive allele's version of the fruit taste trait. The question tells you that the F allele, which is for sour fruit, is dominant over the f allele, which is for sweet fruit.\nSweet fruit is the recessive allele's version of the fruit taste trait. A muskmelon plant with the recessive version of the fruit taste trait must have only recessive alleles for the fruit taste gene. So, offspring with sweet fruit must have the genotype ff.\nThere are 0 boxes in the Punnett square with the genotype ff.\nSour fruit is the dominant allele's version of the fruit taste trait. A muskmelon plant with the dominant version of the fruit taste trait must have at least one dominant allele for the fruit taste gene. So, offspring with sour fruit must have the genotype FF or Ff.\nAll 4 boxes in the Punnett square have the genotype FF or Ff.\nSo, the expected ratio of offspring with sweet fruit to offspring with sour fruit is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with sweet fruit. Instead, this cross is expected to always produce offspring with sour fruit. The answer is B.",
+    "10149": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion sour grapes is a fable.\nIn the fable \"The Fox and the Grapes,\" a fox tries unsuccessfully to reach a bunch of grapes. Because he cannot reach them and therefore cannot eat them, he tells himself that they must be sour.\nThe allusion sour grapes means criticizing something because you can't have it. The answer is B.",
+    "10155": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for methane contains two symbols: C for carbon and H for hydrogen. So, methane is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, methane is a compound, not an elementary substance. The chemical formula for water contains two symbols: H for hydrogen and O for oxygen. So, water is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, water is a compound, not an elementary substance. The chemical formula for zinc contains one symbol: Zn. So, zinc is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, zinc is an elementary substance. The answer is C.",
+    "10159": "Helena is the capital of Montana. The answer is B.",
+    "10164": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion a rose by any other name is Shakespeare.\nIn Shakespeare's Romeo and Juliet, the two central characters are denied their love because they belong to warring families, the Montagues and Capulets. Juliet wonders how a mere family name can make someone an enemy, observing that a rose would smell sweet no matter what its name.\nThe allusion a rose by any other name means something so special that what it's called seems unimportant. The answer is B.",
+    "10185": "Topeka is the capital of Kansas. The answer is B.",
+    "10188": "This country is New Zealand. The answer is B.",
+    "10210": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to drink a small glass of water is 40 seconds.\n40 hours is too slow. The answer is A.",
+    "10220": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Marvin is responsible for the broken washing machine. However, the fact that the machine stopped working soon after Marvin moved in doesn't necessarily mean that he caused the machine to break. This illustrates a type of logical fallacy known as false causation. The answer is A.",
+    "10225": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nKevin lives in a city that is often covered by thick stratus clouds.\nThis passage tells you about the usual clouds where Kevin lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A.",
+    "10238": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "10240": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Arctic Ocean. The answer is A.",
+    "10244": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A.",
+    "10245": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince pour is not between the guide words patience - pulley, it would not be found on that page. The answer is A.",
+    "10246": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. The air inside a basketball is a gas. A gas expands to fill a space.\nThe air inside a basketball expands to fill all the space inside the ball. If air leaks out, it will expand into the space around the ball. The answer is C.",
+    "10247": "Jackson is the capital of Mississippi. The answer is D.",
+    "10248": "All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. A computer is not a living thing.\nA computer does not have all the traits of a living thing. It does many useful things, and even responds to the world around it. But it does not grow. It does not need food or water.\nA flower pot is not a living thing.\nFlower pots do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nAn airplane is not a living thing.\nAn airplane does not have all the traits of a living thing. It moves fast in the air, but it does not grow. It does not need food or water.\nA raspberry bush is a living thing.\nRaspberry bushes grow and respond to their environment. They need food and water. Raspberry bushes are made up of many cells.\nRaspberry bushes are plants. They make their own food using water, carbon dioxide, and energy from sunlight. The answer is C.",
+    "10250": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "10254": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is C.",
+    "10256": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles. The answer is A.",
+    "10257": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a test tube is 11 milliliters.\n11 liters is too much. The answer is A.",
+    "10264": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses an overly simple or imprecise word, have difficulty.\nThe first sentence uses more precise language, so it is more formal overall. The answer is A.",
+    "10266": "The colony is New Hampshire.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is D.",
+    "10268": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C.",
+    "10271": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. The prime meridian is the line at 0\u00b0 longitude. It intersects Europe. It does not intersect Australia or North America. The answer is A.",
+    "10279": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, Mount Rainier National Park has long, cold winters. It also has many evergreen trees. The answer is A.",
+    "10280": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Mr. Carter is capitalized because it is a proper noun. The answer is A.",
+    "10283": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is C.",
+    "10286": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Buteo jamaicensis is written in italics. The first word is capitalized, and the second word is not.\nSo, Buteo jamaicensis is the scientific name. The answer is B.",
+    "10292": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a human front tooth is 11 millimeters.\n11 centimeters, 11 meters, and 11 kilometers are all too long. The answer is C.",
+    "10294": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction after.\nAfter Shelby returned from the Gal\u00e1pagos Islands, she showed Emmett and Justine pictures of all the exotic animals. The answer is B.",
+    "10300": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince reform is between the guide words ravenous - rise, it would be found on that page. The answer is A.",
+    "10306": "Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. To decide whether carrying groceries is a good or a service, ask these questions:\nIs carrying groceries something you can touch? No.\nIs carrying groceries a job you might pay someone else to do? Yes.\nSo, carrying groceries is a service. The answer is B.",
+    "10307": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Asia. The answer is C.",
+    "10314": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses factoid in its traditional sense: something made up presented as a true fact.\nHerman seemed to know a lot about African wildlife, but it turned out that his knowledge was mostly based on factoids gleaned from unreliable websites.\nThe second text uses factoid in its nontraditional sense: a trivial but true fact.\nHerman subscribed to an online newsletter about African wildlife; he enjoyed receiving daily factoids about the wild animals' natural habitats and behavior.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard. The answer is A.",
+    "10318": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Humans do not choose their natural hair color. Instead, children get their natural hair color from their parents. So, Darnel's hair color is an inherited trait. The answer is A.",
+    "10319": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nA group of climbers were happy about the warm temperatures during their hike last Thursday. They were hiking in Nepal, which is home to Mount Everest.\nThe underlined part of the passage tells you about the temperature in Nepal last Thursday. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A.",
+    "10322": "Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. To decide whether a clock is a good or a service, ask these questions:\nIs a clock something you can touch? Yes.\nIs a clock a job you might pay someone else to do? No.\nSo, a clock is a good. The answer is A.",
+    "10324": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nCotton is made by living things. But minerals are not made by living things.\nSo, cotton is not a mineral.\nBiotite is a mineral.\nAquamarine is a mineral. The answer is B.",
+    "10330": "Austin is the capital of Texas. The answer is C.",
+    "10334": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Jayce can't be trusted with money, because his uncle embezzled money. However, even though his uncle couldn't be trusted with money, that doesn't necessarily mean that Jayce can't be trusted with it. This illustrates a type of logical fallacy known as guilt by association. The answer is B.",
+    "10335": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is B.",
+    "10337": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is A.",
+    "10338": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA stretchy object gets longer when you pull on it. The helium balloons are stretchy.\nYellow is a color.\nThis color is yellow. The helium balloons are not yellow. The answer is A.",
+    "10344": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n To determine if this statement is true, calculate the value of 100 times the volume of Earth.\nThen compare the result to the volume of Neptune. The volume of Neptune is 6.25 x 10^13 km^3, which is less than 1.08 x 10^14 km^3. So, Neptune's volume is less than 100 times as large as Earth's. The answer is A.",
+    "10345": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that creating more bike lanes means that Mayor Hoffman thinks that everyone should ride bicycles instead of cars. However, the fact that Mayor Hoffman wants more bike lanes doesn't necessarily suggest that the mayor is opposed to other forms of transportation. This illustrates a type of logical fallacy known as a straw man. The answer is A.",
+    "10352": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nSnails growing shells is a chemical change. A snail's body uses calcium from its food to make a new molecule called calcium carbonate. This calcium carbonate is used to grow the shell.\nPhotosynthesis is a chemical change. Plants make sugar using carbon dioxide, water, and energy from sunlight.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B.",
+    "10356": "Look at the passage. It tells you why deserts are so dry.\nDeserts are places that get very little rain. In fact, deserts are the driest places on the planet. In some deserts, it doesn't rain a drop for months or even years. One desert in the country of Chile didn't get any rain for fourteen years! The answer is B.",
+    "10365": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The second press release is more formal. It uses more elevated language (area musicians, top honors). The other press release uses idioms (battle it out) and abbreviations (Nov.). The answer is A.",
+    "10374": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is North America. The answer is C.",
+    "10380": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses chiasmus, an expression in which the second half parallels the first but reverses the order of words.\nThe second half of the sentence reverses the order of the words born and grows relative to the first half. The answer is A.",
+    "10385": "A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. Look for the friend who is heavier.\nA friend who weighs 28 pounds is heavier than a friend who weighs 21 pounds. So, to move the wagon at the same speed each time, Vijay needs to use a larger force to start moving the wagon with a friend who weighs 28 pounds. The answer is B.",
+    "10391": "A material is a type of matter. Wood, glass, metal, and plastic are common materials. Look at the picture of the pool toy.\nThe pool toy is made of plastic.\nPlastic is a strong, light material that can be molded into many shapes. Some plastic toys are made in the shape of animals. Other plastic toys are made in the shape of people. Pool toys are made of plastic because plastic is a good material for toys. Plastic does not break easily.\nWool is a rough material. It is made from the fluffy coats of sheep! Wool is not a good material for a pool toy. It will not hold up in the water. The answer is A.",
+    "10399": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A red-billed gull's scientific name is Chroicocephalus scopulinus.\nChroicocephalus scopulinus is in the same genus as Chroicocephalus ridibundus, but they are not in the same species.\nOrganisms in the same species have the same scientific names. Chroicocephalus scopulinus and Chroicocephalus ridibundus are different species within the same genus.\nChroicocephalus scopulinus has the same scientific name as a red-billed gull. So, these organisms are in the same species.\nHaliaeetus leucocephalus does not have the same scientific name as a red-billed gull. So, Chroicocephalus scopulinus and Haliaeetus leucocephalus are not in the same species. The answer is C.",
+    "10406": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion catch-22 is literature.\nJoseph Heller coined the term \"catch-22\" in his 1961 novel of the same name. In the novel, if an army pilot wants to avoid dangerous missions, he must be deemed mentally unfit; however, his desire to stay safe proves his sanity, so he can never be excused from a mission. Heller called this sort of predicament or dilemma a catch-22.\nThe allusion catch-22 means a no-win situation. The answer is A.",
+    "10407": "Providence is the capital of Rhode Island. The answer is C.",
+    "10408": "Trenton is the capital of New Jersey. The answer is C.",
+    "10411": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Danio rerio is an animal. Animal cells cannot make their own food. Animals get their food by digesting other organisms. The answer is B.",
+    "10412": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A book should be in italics.\nThe correct title is **Strong to the Hoop**. The answer is B.",
+    "10419": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the word wheezing. It describes the train as if it were a person who is sick. The answer is B.",
+    "10420": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. This sentence uses a metaphor:\nMr. Holland's long legs were sunflower stalks.\nThe words legs and sunflower stalks are compared without the word like or as.\nThis sentence uses a simile:\nMr. Holland's legs were as long as sunflower stalks.\nThe words legs and sunflower stalks are compared using the word as. The answer is A.",
+    "10423": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid. Apple juice is a liquid. A liquid takes the shape of any container it is in.\nIf you pour apple juice into a different container, the apple juice will take the shape of that container. But the apple juice will still take up the same amount of space. The answer is B.",
+    "10428": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, creeps. The verb ends in -s and tells you about something that is true or happening now. The answer is C.",
+    "10434": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A.",
+    "10452": "Tallahassee is the capital of Florida. The answer is C.",
+    "10454": "Springfield is the capital of Illinois. The answer is B.",
+    "10456": "Reptiles have scaly, waterproof skin. Most reptiles live on land. A salmon is a fish. It lives underwater. It has fins, not limbs.\nUnlike most other fish, salmon can live in both fresh water and salt water.\nAn olive toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA green frog is an amphibian. It has moist skin and begins its life in water.\nFrogs live near water or in damp places. Most frogs lay their eggs in water.\nA Nile crocodile is a reptile. It has scaly, waterproof skin.\nCrocodiles hunt their prey in or near water. The answer is C.",
+    "10457": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses nauseous in its traditional sense: causing disgust or nausea.\nWendy couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past.\nThe first text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nThe odor emanating from the landfill made Wendy so nauseous that she had to roll up the car windows as she drove past.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard. The answer is B.",
+    "10463": "The colony is Delaware. The answer is A.",
+    "10465": "The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is D.",
+    "10476": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nMixing sand and gravel is a physical change. Together, the sand and gravel make a mixture. But making this mixture does not form a different type of matter.\nCrushing a mineral into powder is a physical change. The mineral breaks into tiny pieces. But it is still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B.",
+    "10478": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nWorking vacation is a contradiction, because going on a vacation implies that you are taking a break from work. The answer is A.",
+    "10493": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of a small candy bar is 50 grams.\n50 kilograms is too heavy. The answer is B.",
+    "10496": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nBlue is a color.\nThis color is blue. Neither of the objects are blue.\nA smooth object is not scratchy or rough. Both objects are smooth.\nThe property that both objects have in common is smooth. The answer is A.",
+    "10500": "The colony is Pennsylvania. The answer is D.",
+    "10512": "Look at the table and images.\nRosa wants broccoli. Alexandra wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is A.",
+    "10513": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with yellow fruit or red fruit, consider whether each phenotype is the dominant or recessive allele's version of the fruit color trait. The question tells you that the F allele, which is for red fruit, is dominant over the f allele, which is for yellow fruit.\nYellow fruit is the recessive allele's version of the fruit color trait. A tomato plant with the recessive version of the fruit color trait must have only recessive alleles for the fruit color gene. So, offspring with yellow fruit must have the genotype ff.\nThere are 2 boxes in the Punnett square with the genotype ff. These boxes are highlighted below.\nRed fruit is the dominant allele's version of the fruit color trait. A tomato plant with the dominant version of the fruit color trait must have at least one dominant allele for the fruit color gene. So, offspring with red fruit must have the genotype FF or Ff.\nThere are 2 boxes in the Punnett square with the genotype FF or Ff. These boxes are highlighted below.\nSo, the expected ratio of offspring with yellow fruit to offspring with red fruit is 2:2. This means that, on average, this cross will produce 2 offspring with yellow fruit for every 2 offspring with red fruit. The answer is B.",
+    "10519": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each refrigerator increased, which means that the thermal energy of each refrigerator increased. So, thermal energy was transferred from the surroundings to each refrigerator. The answer is B.",
+    "10521": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n To determine if this statement is true, calculate the value of ten times the volume of Uranus.\nThen compare the result to the volume of Saturn. The volume of Saturn is 8.27 x 10^14 km^3, which is greater than 6.83 x 10^14 km^3. So, the volume of Saturn is more than ten times the volume of Uranus. The answer is B.",
+    "10522": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles. The answer is A.",
+    "10523": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is A.",
+    "10528": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, plant. The verb tells you about something that is going to happen. The answer is B.",
+    "10536": "The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is A.",
+    "10537": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince narrow is between the guide words nibble - nugget, it would be found on that page. The answer is A.",
+    "10540": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that the government will soon ban books. However, this argument offers only an extreme outcome and ignores other possible outcomes. For instance, the government may only block a few websites. This illustrates a type of logical fallacy known as the slippery slope fallacy. The answer is A.",
+    "10545": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is A.",
+    "10549": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. The eardrum is a part of the ear is a complete sentence. The subject is the eardrum, and the verb is is. The answer is A.",
+    "10550": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Christchurch, look at the graph.\nChoice \"Apr\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Dec\" is incorrect.\nMay has an average monthly precipitation of about 70 millimeters. This is higher than in any other month. So, May is the wettest month on average. The answer is C.",
+    "10554": "Frankfort is the capital of Kentucky. The answer is C.",
+    "10555": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is B.",
+    "10556": "This country is Dominica. The answer is B.",
+    "10560": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B.",
+    "10562": "Lincoln is the capital of Nebraska. The answer is C.",
+    "10563": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the following statement describes the Sonoran Desert ecosystem: a small amount of rain, dry, thin soil, and many different types of organisms. It has many different types of organisms. The following statements do not describe the Sonoran Desert: a small amount of rain, dry, thin soil, and many different types of organisms. It has thick, moist soil. It has only a few types of organisms. The answer is A.",
+    "10565": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. The two glasses of grape juice have the same mass but different temperatures. Since the 5\u00b0C glass of grape juice is colder than the 15\u00b0C glass of grape juice, it has less thermal energy. The answer is B.",
+    "10568": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion a rose by any other name is Shakespeare.\nIn Shakespeare's Romeo and Juliet, the two central characters are denied their love because they belong to warring families, the Montagues and Capulets. Juliet wonders how a mere family name can make someone an enemy, observing that a rose would smell sweet no matter what its name.\nThe allusion a rose by any other name means something so special that what it's called seems unimportant. The answer is B.",
+    "10569": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Asia. The answer is D.",
+    "10576": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Rhode Island is farthest north. The answer is C.",
+    "10577": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the water in a hot bath is 40\u00b0C.\n40\u00b0F is too cold. The answer is B.",
+    "10578": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode! The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nThe hyperbole could no longer move a single muscle suggests that Dean was very tired and sore. His muscles were not literally incapable of moving. The answer is A.",
+    "10579": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Precious's genotype for the fur type gene is FF. Precious's genotype of FF has only F allelles. The F allele is for straight fur. So, Precious's phenotype for the fur type trait must be straight fur.\nTo check this answer, consider whether Precious's alleles are dominant or recessive. The allele for curly fur (f) is recessive to the allele for straight fur (F). This means F is a dominant allele, and f is a recessive allele.\nPrecious's genotype of FF has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Precious's phenotype for the fur type trait must be straight fur. The answer is A.",
+    "10580": "Today, the United States often uses technology to enforce its laws. But the Eighth Amendment does not allow the government to use technology in an unusual or cruel way. What makes a way unusual or cruel? The answer is not clear. The Eighth Amendment doesn't talk about specific types of punishments. Over time, Americans have changed their views on what is cruel and unusual. For example, the government decided in 2005 that it was cruel to put someone to death for a crime he or she committed before the age of 18. Today, the government bans many forms of cruel and unusual punishment. But it is not clear what types of technology are cruel and unusual. The text of the Eighth Amendment does not mention technology. The amendment only says that the government cannot use unusual and cruel punishments. The answer is A.",
+    "10595": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA rough object feels scratchy when you touch it. The rock is rough.\nA stretchy object gets longer when you pull on it. The rock is not stretchy. The answer is A.",
+    "10600": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction which.\nThe maple leaf, which i Canada's national emblem, has been associated with the country since the 1700 s. The answer is B.",
+    "10601": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion a rose by any other name is Shakespeare.\nIn Shakespeare's Romeo and Juliet, the two central characters are denied their love because they belong to warring families, the Montagues and Capulets. Juliet wonders how a mere family name can make someone an enemy, observing that a rose would smell sweet no matter what its name.\nThe allusion a rose by any other name means something so special that what it's called seems unimportant. The answer is A.",
+    "10602": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks. This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.\nBecause penguins are frightened by humans and difficult to approach, researchers from the University of Strasbourg used remote-controlled rovers outfitted as baby penguins to study their subjects. The answer is A.",
+    "10604": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A magazine should be in italics.\nThe correct title is **Horse and Rider**. The answer is B.",
+    "10614": "When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.\nThis table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.\nType of symbiotic relationship | Organism of one species... | Organism of the other species...\nCommensal | benefits | is not significantly affected\nMutualistic | benefits | benefits\nParasitic | benefits | is harmed (but not usually killed) When an alpheid shrimp shares its burrow with a goby, the shrimp benefits from the goby's protection. The goby also benefits because it has a safe place to hide. So, a mutualistic relationship is formed when an alpheid shrimp shares its burrow with a goby. The answer is C.",
+    "10616": "The colony is Georgia. The answer is B.",
+    "10623": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA puddle freezing into ice on a cold night is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed.\nBeating an egg is a physical change. Beating an egg mixes together the egg white, egg yolk, and some air. But mixing them together does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nA puddle freezing is caused by cooling. But beating an egg is not. The answer is C.",
+    "10630": "When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.\nBelow are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.\nBooks:\nFormat | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.\nExample | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.\nEssays, short stories, or poems in an anthology or book:\nFormat | Author(s). \"Essay, Poem, or Short Story Title.\" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.\nExample | James, Henry. \"The Middle Years.\" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.\nMagazine and newspaper articles:\nFormat | Author(s). \"Article Title.\" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.\nExample | Hayes, David J., and James H. Stock. \"The Real Cost of Coal.\" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.\nJournal articles:\nFormat | Author(s). \"Article Title.\" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.\nExample | Gillette, Jane, et al. \"Human Simulations of Vocabulary Learning.\" Cognition 73.2 (1999): 135-176. Print.\nWeb pages:\nFormat | Author(s). \"Page Title.\" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.\nExample | Gunn, Janelle P., and Lauren E. Owens. \"How to Slash Sodium from Your Diet.\" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.\nAdditional guidelines:\nAuthor Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by \"et al.,\" which stands for and others (e.g., Smith, Jane, et al.).\nMedium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are \"Print\" and \"Web,\" but other possibilities include \"Film,\" \"E-mail,\" and \"Lecture.\" Whenever the Medium of Publication is \"Web,\" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.\nEditors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. \"Ed.\" stands for edited by. \"Trans.\" stands for translated by.\nMissing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation \"n. pag.\" is used instead. If a work has no available publication date, the abbreviation \"n.d.\" is used instead. If a work has no available publisher or no available city of publication, the abbreviation \"n.p.\" is used instead.\n Look closely at the Works Cited entry:\nEncyclopedia of Indiana. New York: Somerset Publishers, 1993. Print.\nYou can tell that the cited work has no available publication date because the entry contains the abbreviation n.d., which means no date of publication. The answer is C.",
+    "10634": "The answer is B.",
+    "10635": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nYou shouldn't go in the water until you know how to swim at first appears to be contradictory, because it is impossible to learn how to swim without going in the water. However, it contains some truth: you should not go into deep or dangerous water without first knowing how to swim. The answer is B.",
+    "10649": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is A.",
+    "10654": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to fly an airplane. Instead, some people learn how to fly airplanes. So, flying an airplane is an acquired trait. The answer is A.",
+    "10655": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince brown is between the guide words baseball - bottom, it would be found on that page. The answer is B.",
+    "10660": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a coffee pot is 12 cups.\n12 fluid ounces is too little and 12 gallons is too much. The answer is B.",
+    "10661": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is B.",
+    "10665": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the goat.\nThe goat has long jaws and flat teeth. Its mouth is adapted to eat plant matter. The long jaws can help the goat reach grass. The flat teeth can help it cut and grind up the food into soft pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe impala has long jaws and flat teeth. Its mouth is adapted to eat plant matter.\nThe cougar has a large mouth and sharp teeth. Its mouth is not adapted to eat plant matter. The cougar uses its mouth to eat other animals. The answer is B.",
+    "10671": "Look at the table and images.\nNancy wants broccoli. Dominic wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D.",
+    "10675": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C.",
+    "10681": "This country is Barbados. The answer is A.",
+    "10685": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the toilet plunger.\nThe toilet plunger is made of two different materials. The handle is made of wood, and the head is made of porcelain.\nPorcelain is a very hard material. It is made of clay that is baked in an oven to make it hard. The answer is B.",
+    "10689": "This country is New Zealand. The answer is D.",
+    "10692": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is A.",
+    "10696": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is simple. It is a single independent clause.\nAntonio took several incredible panoramic photographs of the sweeping view from the top of Table Mountain. The answer is A.",
+    "10697": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince craft is between the guide words common - current, it would be found on that page. The answer is A.",
+    "10700": "Concord is the capital of New Hampshire. The answer is B.",
+    "10706": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A human is a mammal. It has hair and feeds its young milk.\nHumans are a type of animal called a primate. Monkeys and apes are also primates.\nA box turtle is a reptile. It has scaly, waterproof skin.\nBox turtles can live to be over 100 years old!\nA common toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA clownfish is a fish. It lives underwater. It has fins, not limbs.\nClownfish live with animals called anemones. In the image of the clownfish, you can see the green anemone behind the clownfish. The answer is B.",
+    "10708": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas. The wind through a tree is a gas. A gas expands to fill a space.\nThe wind moves through the tree, and the wind is invisible. So, the wind through a tree is a gas. The answer is B.",
+    "10709": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the earthworm.\nThe only arrow pointing from the grizzly bear leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the grizzly bear to the earthworm.\nThere are two arrows pointing from the barren-ground caribou to other organisms. One arrow points to the grizzly bear. The only arrow pointing from the grizzly bear leads to the mushroom. The other arrow pointing from the barren-ground caribou leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the barren-ground caribou to the earthworm.There is one path matter can take from the rough-legged hawk to the earthworm: rough-legged hawk->earthworm. mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the mushroom to the earthworm.. There is one path matter can take from the snowy owl to the earthworm: snowy owl->earthworm. The answer is D.",
+    "10711": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun it could refer to the blouse or the skirt.\nAlthough the blouse costs too much, it does look lovely with that skirt.\nThe first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nThe blouse looks lovely with that skirt, but it costs too much. The answer is B.",
+    "10716": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. Look at the distance each ship moved and the time it took to move that distance.\nOne ship moved 75 miles in 5 hours.\nThe other ship moved 60 miles in 5 hours.\nNotice that each ship spent the same amount of time moving. The ship that moved 75 miles moved a farther distance in that time. So, that ship must have moved at a higher speed. The answer is B.",
+    "10723": "A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. To determine if there is a net force on the leash, look at the forces:\nDaisy is pulling the leash forward with a force of 250 N.\nCamilla is pulling the leash backward with a force of 180 N.\nThe forces are in opposite directions, and the forces have different magnitudes: 250 N and 180 N. This means that the forces are unbalanced, so there is a net force on the leash. The answer is A.",
+    "10725": "This country is Fiji. The answer is D.",
+    "10729": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is A.",
+    "10732": "Trenton is the capital of New Jersey. The answer is A.",
+    "10738": "Look at the table and images.\nClara wants broccoli. Hazel wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is A.",
+    "10750": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A mosquito is an insect. Like other insects, a mosquito is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA gray crowned crane is a bird. Like other birds, a gray crowned crane is a vertebrate. It has a backbone.\nA tiger is a mammal. Like other mammals, a tiger is a vertebrate. It has a backbone.\nA komodo dragon is a reptile. Like other reptiles, a komodo dragon is a vertebrate. It has a backbone. The answer is D.",
+    "10755": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Jennifer wants or needs:\nJennifer will spend more time in the Photography Club than she would have spent in the Theater Club. The answer is A.",
+    "10758": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "10761": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A bull shark is a fish. It lives underwater. It has fins, not limbs.\nBull sharks can live in both fresh and salt water. They are found in rivers and in shallow parts of the ocean.\nA flamingo is a bird. It has feathers, two wings, and a beak.\nFlamingos live in large groups. These groups are called flocks. The answer is B.",
+    "10762": "Look at the table and images.\nErik wants broccoli. Lily wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is A.",
+    "10770": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses literally in its traditional sense: in a factual, non-exaggerated way.\nThe curry that the chef prepared was so spicy that Logan literally had to drink three glasses of milk to ease the pain.\nThe second text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). Logan's mouth may be in pain, but it is not actually on fire.\nThe curry that the chef prepared was so spicy that Logan's mouth was literally on fire by the time he finished his meal.\nMost style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect. The answer is B.",
+    "10783": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the ip sound.\nThe words lake and make rhyme. They both end with the ake sound.\nThe words tip and lake don't rhyme. They end with different sounds. The words goat and sob rhyme. They both end with the ob sound.\nThe word rob does not rhyme. It ends with a different sound. The answer is B.",
+    "10785": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the air inside of a freezer is 17\u00b0F.\n17\u00b0C is too hot. The answer is B.",
+    "10786": "Some words are alike. They go together in a group.\nRed, blue, and green go together. They are colors.\nMom, dad, grandma, and grandpa go together. They are people in a family. Ice cream, cookie, and cake go together. They are sweet things. Grass is not a sweet thing, so it is not like the other words. The answer is A.",
+    "10790": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a car key is 6 centimeters.\n6 meters is too long. The answer is B.",
+    "10791": "Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.\nA line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures. To describe the average temperature trends in New York City, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Sep\" is incorrect.\nChoice \"Jan\" is incorrect.\nThe average temperatures in January and February are between 30\u00b0F and 35\u00b0F. These months have the lowest average temperatures of all of the months. So, they are the coldest months of the year. The answer is A.",
+    "10793": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, Cape Breton Highlands National Park has many evergreen trees. It also has soil that is poor in nutrients. The answer is B.",
+    "10797": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses unique in its traditional sense: being the only one of its kind.\nJon custom ordered his unique coffee table from a master craftsman in Lancaster.\nThe second text uses unique in its nontraditional sense: interesting or unusual. Jon's coffee table is an interesting style, but it was made in a factory and is probably not actually one of a kind.\nJon bought his unique coffee table from a factory outlet store in Lancaster.\nMost style guides recommend to use the traditional sense of the word unique because it is considered more standard. The answer is A.",
+    "10801": "When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.\nBelow are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.\nBooks:\nFormat | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.\nExample | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.\nEssays, short stories, or poems in an anthology or book:\nFormat | Author(s). \"Essay, Poem, or Short Story Title.\" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.\nExample | James, Henry. \"The Middle Years.\" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.\nMagazine and newspaper articles:\nFormat | Author(s). \"Article Title.\" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.\nExample | Hayes, David J., and James H. Stock. \"The Real Cost of Coal.\" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.\nJournal articles:\nFormat | Author(s). \"Article Title.\" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.\nExample | Gillette, Jane, et al. \"Human Simulations of Vocabulary Learning.\" Cognition 73.2 (1999): 135-176. Print.\nWeb pages:\nFormat | Author(s). \"Page Title.\" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.\nExample | Gunn, Janelle P., and Lauren E. Owens. \"How to Slash Sodium from Your Diet.\" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.\nAdditional guidelines:\nAuthor Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by \"et al.,\" which stands for and others (e.g., Smith, Jane, et al.).\nMedium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are \"Print\" and \"Web,\" but other possibilities include \"Film,\" \"E-mail,\" and \"Lecture.\" Whenever the Medium of Publication is \"Web,\" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.\nEditors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. \"Ed.\" stands for edited by. \"Trans.\" stands for translated by.\nMissing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation \"n. pag.\" is used instead. If a work has no available publication date, the abbreviation \"n.d.\" is used instead. If a work has no available publisher or no available city of publication, the abbreviation \"n.p.\" is used instead.\n Look closely at the Works Cited entry:\nAllawi, Ali A. Faisali of Iraq. New Haven: Yale University Press, 2014. Print.\nYou can tell that Faisali is the author's last name because it appears after the author's first name. The answer is C.",
+    "10819": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nWorking vacation is a contradiction, because going on a vacation implies that you are taking a break from work. The answer is A.",
+    "10823": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The first sentence is less formal. You can tell because it uses a contraction (didn't).\nThe second sentence does not use a contraction, so it is more formal. The answer is B.",
+    "10837": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. Look at the distance each ship moved and the time it took to move that distance. The direction each ship moved does not affect its speed.\nNotice that each ship moved for 5 hours. The ship that moved 80 kilometers moved the shortest distance in that time. So, that ship must have moved at the lowest speed. The answer is C.",
+    "10838": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion cry wolf is a fable.\nIn the fable \"The Boy Who Cried Wolf,\" a shepherd boy repeatedly tricks people in his village by falsely claiming that a wolf is coming to eat his flock. When a wolf actually comes and the boy cries for help, nobody believes him or comes to his aid.\nThe allusion cry wolf means to raise a false alarm. The answer is A.",
+    "10839": "Montgomery is the capital of Alabama. The answer is C.",
+    "10840": "The circulatory system is made up of organs that work together to move blood through your body. Your heart pumps blood through blood vessels throughout your body. Arteries carry blood from your heart to your organs. Veins carry blood back to your heart. Your lungs are also part of your circulatory system. They work with your heart and blood vessels to exchange oxygen and carbon dioxide with the air you breathe. The answer is B.",
+    "10841": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that being socially awkward determines knowledge of workplace safety. This is a personal attack that isn't relevant to Mr. Kemp's desire to prevent workplace injuries. This illustrates a type of logical fallacy known as ad hominem. The answer is A.",
+    "10853": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine the fruit fly's phenotype for the wing type trait. First, consider the alleles in the fly's genotype for the wing type gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for vestigial wings (n) is recessive to the allele for normal wings (N). This means N is a dominant allele, and n is a recessive allele.\nThe fruit fly's genotype of Nn has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the fruit fly's phenotype for the wing type trait must be normal wings. The answer is A.",
+    "10854": "The First Amendment says that the government cannot take away a person's freedom of speech or freedom of religion. In the United States, voting is not a right. It is a privilege. The government does not have to let anyone vote. Freedom of speech means that Americans can say and write what they want. But there are some limits on freedom of speech. For example, a person cannot write lies about someone in a newspaper. But the government cannot stop speech just because someone disagrees with it. Freedom of religion means a person can choose his or her own religion. In the United States, the government cannot tell a person what to believe. The complete text of the First Amendment is below. Does it mention any other rights? Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. The answer is A.",
+    "10865": "Plant cells are made up of many different parts. Each cell part has a function that helps the cell survive and grow.\nSome cell parts are called organelles. Organelles are cell structures that are surrounded by their own membranes. Here are some of the organelles in plant cells:\nChloroplasts and mitochondria work together to help the cell get the energy it needs. The chloroplasts use photosynthesis to make sugar. The mitochondria break down this sugar and release energy that the cell can use for all of its activities.\nThe nucleus directs cell activities by sending instructions to different parts of the cell. The nucleus contains structures called chromosomes. The chromosomes are made mostly of hereditary material called DNA. DNA contains information that the cell uses for growth and activities. These instructions tell ribosomes how to build molecules called proteins, which make up cell structures and help chemical reactions happen in the cell.\nThe endoplasmic reticulum is an organelle that helps ribosomes build proteins. The nucleus sends instructions for making proteins to ribosomes. Ribosomes can attach to the endoplamic reticulum. The endoplasmic reticulum and ribosomes use these instructions to make proteins that the cell needs to survive and grow.\nAfter proteins are made in the endoplasmic reticulum, they can be transferred to the Golgi. The Golgi is an organelle made up of flat, stacked membranes. The Golgi sorts and packages proteins and other substances. Then, the Golgi sends these substances to different parts of the cell. Some of these substances are sent to the cell membrane and released from the cell.\nIn plant cells, the vacuole stores waste, water, and nutrients such as sugar. Most plant cells have one vacuole.\nOther cell parts are not surrounded by their own membranes. These cell parts are not organelles.\nThe cell wall is the cell's tough outer covering. It gives the cell strength and stiffness and helps the cell keep its shape.\nOn the inside of the cell wall is a thin layer called the cell membrane. This layer is a membrane, but it does not have a membrane surrounding it, so it is not an organelle. The cell membrane controls which substances enter and leave the cell.\nThe cytoplasm is a thick liquid that fills the space inside the cell. The cytoplasm also helps the cell keep its shape and supports the other cell parts. The endoplasmic reticulum helps the cell make proteins. Instructions for making proteins are sent to ribosomes. Ribosomes can attach to the endoplamic reticulum and use the instructions to make proteins. The answer is B.",
+    "10867": "The colony is North Carolina. The answer is D.",
+    "10869": "Plant cells are made up of many different parts. Each cell part has a function that helps the cell survive and grow.\nSome cell parts are called organelles. Organelles are cell structures that are surrounded by their own membranes. Here are some of the organelles in plant cells:\nChloroplasts and mitochondria work together to help the cell get the energy it needs. The chloroplasts use photosynthesis to make sugar. The mitochondria break down this sugar and release energy that the cell can use for all of its activities.\nThe nucleus directs cell activities by sending instructions to different parts of the cell. The nucleus contains structures called chromosomes. The chromosomes are made mostly of hereditary material called DNA. DNA contains information that the cell uses for growth and activities. These instructions tell ribosomes how to build molecules called proteins, which make up cell structures and help chemical reactions happen in the cell.\nThe endoplasmic reticulum is an organelle that helps ribosomes build proteins. The nucleus sends instructions for making proteins to ribosomes. Ribosomes can attach to the endoplamic reticulum. The endoplasmic reticulum and ribosomes use these instructions to make proteins that the cell needs to survive and grow.\nAfter proteins are made in the endoplasmic reticulum, they can be transferred to the Golgi. The Golgi is an organelle made up of flat, stacked membranes. The Golgi sorts and packages proteins and other substances. Then, the Golgi sends these substances to different parts of the cell. Some of these substances are sent to the cell membrane and released from the cell.\nIn plant cells, the vacuole stores waste, water, and nutrients such as sugar. Most plant cells have one vacuole.\nOther cell parts are not surrounded by their own membranes. These cell parts are not organelles.\nThe cell wall is the cell's tough outer covering. It gives the cell strength and stiffness and helps the cell keep its shape.\nOn the inside of the cell wall is a thin layer called the cell membrane. This layer is a membrane, but it does not have a membrane surrounding it, so it is not an organelle. The cell membrane controls which substances enter and leave the cell.\nThe cytoplasm is a thick liquid that fills the space inside the cell. The cytoplasm also helps the cell keep its shape and supports the other cell parts. The mitochondria break down sugar from the chloroplasts and release energy that the cell can use. The lysosomes break down worn-out cell parts and other waste. Plant cells also have a cell wall and a cell membrane.\nLike animal cells, plant cells have the organelles chloroplasts, mitochondria, nucleus, and vacuole. But plant cells do not have a centrosome. The answer is A.",
+    "10873": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is C.",
+    "10874": "Words are made up of syllables. Two kinds of syllables are closed and open.\nA closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.\ndesk: short e\nkit / ten: short i / short e\nAn open syllable ends with one vowel. It usually has a long vowel sound.\ngo: long o\nhe / ro: long e / long o\nSome open syllables end with y. The y makes a long e sound or a long i sound.\nsky: long i\nba / by: long a / long e The word hi ends with a vowel and has a long vowel sound. So, it has an open syllable. The answer is A.",
+    "10883": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2. The answer is C.",
+    "10885": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nWalter lives in a city where the wind often blows from the south throughout the year.\nThis passage tells you about the usual wind pattern where Walter lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A.",
+    "10886": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A European green toad's scientific name is Bufo viridis. The first word of its scientific name is Bufo.\nBufo bufo is in the genus Bufo. The first word of its scientific name is Bufo. So, Bufo bufo and Bufo viridis are in the same genus.\nLithobates blairi is in the genus Lithobates. The first word of its scientific name is Lithobates. So, Lithobates blairi and Bufo viridis are not in the same genus.\nHyla japonica is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla japonica and Bufo viridis are not in the same genus. The answer is A.",
+    "10889": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the leopard.\nThe leopard has a large mouth and sharp teeth. Its mouth is adapted to tear through meat. The leopard uses its large mouth to grab its prey. It uses its sharp teeth to cut up the meat of the prey into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe orca has a large mouth and sharp teeth. Its mouth is adapted to tear through meat.\nThe tamandua has a long tube-shaped mouth and no teeth. It does not have sharp teeth. So, its mouth is not adapted to tear through meat. The tamandua uses its mouth to get insects out of holes and burrows. The answer is A.",
+    "10894": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Smooth is a property. A smooth material is not rough or bumpy.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the cardboard is smoother. If you touch a piece of cardboard, it will not feel rough or bumpy. The answer is B.",
+    "10899": "Look at the table and images.\nIan wants broccoli. Joseph wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is C.",
+    "10909": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each battery decreased, which means that the thermal energy of each battery decreased. So, thermal energy was transferred from each battery to the surroundings. The answer is B.",
+    "10919": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the polar bear.\nThe polar bear has skin with thick fur on top and a thick layer of fat underneath it. Its skin is adapted for survival in cold places. The polar bear uses its fur and fat to keep warm in cold weather.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the Eurasian lynx has thick fur covering its skin. Its skin is adapted for survival in cold places.\nThe thorny devil has thin skin covering its body. Its skin is not adapted for survival in cold places. The answer is A.",
+    "10921": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the phrase creeps up on you. It describes time as if it were a sneaky person. The answer is B.",
+    "10935": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Basil's genotype for the eye color gene is ee. Basil's genotype of ee has only e alleles. The e allele is for red eyes. So, Basil's phenotype for the eye color trait must be red eyes.\nTo check this answer, consider whether Basil's alleles are dominant or recessive. The allele for brown eyes (E) is dominant over the allele for red eyes (e). This means E is a dominant allele, and e is a recessive allele.\nBasil's genotype of ee has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Basil's phenotype for the eye color trait must be red eyes. The answer is B.",
+    "10939": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Peter Pan is literature.\nIn a J. M. Barrie novel, the character Peter Pan retreats to Neverland and refuses to grow up.\nThe allusion Peter Pan means a person who won't take on adult responsibilities. The answer is A.",
+    "10941": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nDark clouds hung over the coast of Algeria last weekend.\nThis passage tells you about the clouds last weekend over the coast of Algeria. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B.",
+    "10945": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. To determine if this statement is true, calculate the value of 75% of the volume of Uranus by multiplying its volume by 0.75.\nThen compare the result to the volume of Neptune. The volume of Neptune is 62,530 billion km^3, which is more than 51,248 billion km^3. So, the volume of Neptune is more than 75% of the volume of Uranus. The answer is A.",
+    "10947": "The colony is New Jersey. The answer is A.",
+    "10955": "Look at the table and images.\nTristan wants broccoli. Lorenzo wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is B.",
+    "10960": "This country is the Dominican Republic.\nWhy does the Dominican Republic share its island with another country?\nThe Dominican Republic and Haiti share the island of Hispaniola. It is home to the earliest European settlements in the Americas. Christopher Columbus founded the first European settlement on the island in 1492 during his first voyage across the Atlantic.\nThough many people lived on the island before Columbus's arrival, European countries quickly began to colonize the island. Eventually France and Spain both established colonies. The Spanish colony eventually became the country of the Dominican Republic, and the French colony eventually became the country of Haiti. Today, people in the two countries speak different languages and have many cultural differences. The answer is B.",
+    "10961": "Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. To decide whether fixing a computer is a good or a service, ask these questions:\nIs fixing a computer something you can touch? No.\nIs fixing a computer a job you might pay someone else to do? Yes.\nSo, fixing a computer is a service. The answer is A.",
+    "10962": "Santa Fe is the capital of New Mexico. The answer is A.",
+    "10964": "Baton Rouge is the capital of Louisiana. The answer is C.",
+    "10971": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Ohio is farthest east. The answer is D.",
+    "10980": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nJackie lives in a town with hot summers and freezing cold winters.\nThis passage tells you about the usual temperatures where Jackie lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B.",
+    "10982": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "10984": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Europe. The answer is A.",
+    "10997": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A slender-spined porcupinefish's scientific name is Diodon nicthemerus.\nAmphiprion frenatus does not have the same scientific name as a slender-spined porcupinefish. So, Diodon nicthemerus and Amphiprion frenatus are not in the same species.\nAmphiprion perideraion does not have the same scientific name as a slender-spined porcupinefish. So, Diodon nicthemerus and Amphiprion perideraion are not in the same species.\nDiodon nicthemerus has the same scientific name as a slender-spined porcupinefish. So, these organisms are in the same species. The answer is C.",
+    "10999": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. The new blanket was as soft as a kitten's fur.\nThe words blanket and kitten's fur are compared using the word as. So, the sentence uses a simile. The answer is A.",
+    "11000": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses personification, giving human characteristics to nonhuman things.\nTrent's '64 Impala groaned describes the car as if it were human. The answer is A.",
+    "11006": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA tarnished silver spoon is one that has become less shiny over time. Polishing the spoon makes it look shiny again.\nThe polish changes the tarnish into a different type of matter that can be easily wiped away. So, using polish to remove tarnish from silver is a chemical change.\nA piece of avocado turning brown is a chemical change. The avocado reacts with oxygen in the air to form a different type of matter.\nIf you scrape off the brown part of the avocado, the inside will still be green. The inside hasn't touched the air. So the chemical change hasn't happened to that part of the avocado.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C.",
+    "11007": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" An article should be in quotation marks.\nThe correct title is \"Caring for Our Children.\" The answer is A.",
+    "11015": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude. The answer is D.",
+    "11020": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A.",
+    "11022": "To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.\nThe map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg. Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.\nThe legend tells you that this air mass contained air with specific humidity levels between 18 and 24 grams of water vapor per kilogram of air.\n24 grams of water vapor per kilogram of air is within this range.\n9 and 13 grams of water vapor per kilogram of air are outside of this range. The answer is A.",
+    "11027": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a leather belt is 85 centimeters.\n85 kilometers is too long. The answer is B.",
+    "11038": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Australia. The answer is C.",
+    "11042": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each aquarium decreased, which means that the thermal energy of each aquarium decreased. So, thermal energy was transferred from each aquarium to the surroundings. The answer is A.",
+    "11046": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. They has been replaced with the article.\nTom was recently reading about remote mountain villages, and the article said that they often have no Internet access. He couldn't imagine life without email! The answer is A.",
+    "11060": "Look at the table and images.\nRosa wants broccoli. Kylie wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is B.",
+    "11064": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nOld news is a contradiction, because news is recent information. The answer is A.",
+    "11067": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA slippery object is hard to hold onto or stand on. The potato sack is not slippery.\nA rough object feels scratchy when you touch it. The potato sack is rough. The answer is A.",
+    "11073": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA translucent object lets light through. But you cannot see clearly through a translucent object. All three objects are translucent.\nYou can see clearly through a transparent object. None of the objects are transparent.\nA lemon has a sour taste. The ocean water and the green apple are not sour.\nThe property that all three objects have in common is translucent. The answer is A.",
+    "11083": "This state is Colorado. The answer is A.",
+    "11085": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A book should be in italics.\nThe correct title is **Tales of a Fourth Grade Nothing**. The answer is B.",
+    "11094": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince pouch is not between the guide words picture - profit, it would not be found on that page. The answer is B.",
+    "11099": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Helen wants or needs:\nHelen will give up the chance to eat chocolate muffins. She thinks chocolate muffins are tastier than cranberry muffins. The answer is B.",
+    "11113": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is A.",
+    "11116": "Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height. In this experiment, Lester investigated whether pruning tomato plants affects the weight of the tomatoes. So, the pruned tomato plants were part of an experimental group.\nThe unpruned tomato plants did not get pruned. So, they were not part of an experimental group. The answer is B.",
+    "11119": "The answer is B.",
+    "11120": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Iowa is farthest north. The answer is C.",
+    "11123": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is B.",
+    "11126": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince phantom is between the guide words passage - pigeon, it would be found on that page. The answer is B.",
+    "11131": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "11132": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Anne wants or needs:\nAnne will give up the chance to go on the scrambler. She would have had more fun on that ride. The answer is A.",
+    "11137": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A.",
+    "11138": "Bismarck is the capital of North Dakota. The answer is B.",
+    "11145": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is A.",
+    "11149": "This country is Tonga. The answer is A.",
+    "11155": "Jackson is the capital of Mississippi. The answer is C.",
+    "11169": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a bowl of ice cream is 39\u00b0F.\n39\u00b0C is too hot. The answer is B.",
+    "11177": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Chelonoidis nigra is an animal. Animal cells have a nucleus. The answer is B.",
+    "11180": "One object can make another object move with a push or a pull.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The boy pushes the marble away from himself. The direction of the push is away from the boy's thumb. The answer is B.",
+    "11181": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony. The answer is A.",
+    "11187": "The answer is B.",
+    "11191": "There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence is a statement and ends with a period. It is a declarative sentence. The answer is C.",
+    "11195": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. Mrs. Leonard is kind, and her heart is gold.\nThe words heart and gold are compared without the word like or as. So, the sentence uses a metaphor. The answer is A.",
+    "11198": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Troy wants or needs:\nTroy will give up the chance to see the lemurs. He would have enjoyed seeing them more than the otters. The answer is B.",
+    "11199": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Hematite has all the properties of a mineral. So, hematite is a mineral. The answer is B.",
+    "11201": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with mutated antennae or normal antennae, consider whether each phenotype is the dominant or recessive allele's version of the antenna type trait. The question tells you that the A allele, which is for mutated antennae, is dominant over the a allele, which is for normal antennae.\nMutated antennae is the dominant allele's version of the antenna type trait. A fruit fly with the dominant version of the antenna type trait must have at least one dominant allele for the antenna type gene. So, offspring with mutated antennae must have the genotype AA or Aa.\nAll 4 boxes in the Punnett square have the genotype AA or Aa.\nNormal antennae is the recessive allele's version of the antenna type trait. A fruit fly with the recessive version of the antenna type trait must have only recessive alleles for the antenna type gene. So, offspring with normal antennae must have the genotype aa.\nThere are 0 boxes in the Punnett square with the genotype aa.\nSo, the expected ratio of offspring with mutated antennae to offspring with normal antennae is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with mutated antennae. This cross is expected to never produce offspring with normal antennae. The answer is E.",
+    "11202": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. The scarlet rosemallow plant's genotype for the flower color gene is ff. The scarlet rosemallow plant's genotype of ff has only f alleles. The f allele is for white flowers. So, the scarlet rosemallow plant's phenotype for the flower color trait must be white flowers.\nTo check this answer, consider whether the scarlet rosemallow plant's alleles are dominant or recessive. The allele for red flowers (F) is dominant over the allele for white flowers (f). This means F is a dominant allele, and f is a recessive allele.\nThe scarlet rosemallow plant's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the scarlet rosemallow plant's phenotype for the flower color trait must be white flowers. The answer is A.",
+    "11206": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. You can tell whether potassium chloride is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for potassium chloride, KCl, contains two atomic symbols: K for potassium and Cl for chlorine. So, the formula tells you that potassium chloride is composed of two chemical elements bonded together.\nSince potassium chloride is composed of multiple chemical elements bonded together, potassium chloride is a compound. The answer is A.",
+    "11215": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A.",
+    "11218": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nA change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. Chicken cooking in an oven is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter. The answer is B.",
+    "11219": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the word hiding. It describes the phone as if it were a person who is hiding. The answer is B.",
+    "11220": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince children is not between the guide words carriage - cloak, it would not be found on that page. The answer is A.",
+    "11223": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Cheyenne's genotype for the coat color gene is ll. Cheyenne's genotype of ll has only l alleles. The l allele is for a red coat. So, Cheyenne's phenotype for the coat color trait must be a red coat.\nTo check this answer, consider whether Cheyenne's alleles are dominant or recessive. The allele for a red coat (l) is recessive to the allele for a black coat (L). This means L is a dominant allele, and l is a recessive allele.\nCheyenne's genotype of ll has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Cheyenne's phenotype for the coat color trait must be a red coat. The answer is B.",
+    "11227": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, the following statements describe the Mount Rainier National Park ecosystem: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has long, cold winters and short, cool summers. It has many evergreen trees. The following statement does not describe Mount Rainier National Park: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has soil that is frozen year-round. The answer is A.",
+    "11238": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a kitchen sink is 22 liters.\n22 milliliters is too little. The answer is A.",
+    "11241": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nHouston is a city near the coast of Texas. A record 42 inches of rain fell near Houston during the last week of July in 1979.\nThe underlined part of the passage tells you about the amount of rain that fell on Houston in 1979. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B.",
+    "11246": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is A.",
+    "11252": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is C.",
+    "11254": "Pierre is the capital of South Dakota. The answer is B.",
+    "11257": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses apostrophe, a direct address to an absent person or a nonhuman entity.\nBlue Moon, you saw me standing alone is a direct address to the moon, a nonhuman entity. The answer is A.",
+    "11260": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the shoebill.\nLong legs help the shoebill keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe African sacred ibis has long, thin legs. Its legs are adapted for wading.\nThe kookaburra has short legs. Its legs are not adapted for wading. The kookaburra uses its legs to walk and perch. The answer is A.",
+    "11262": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince drive is between the guide words dad - distant, it would be found on that page. The answer is A.",
+    "11263": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Beth is intelligent because she's smart. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning. The answer is A.",
+    "11280": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Scott sat down on the rickety old chair, it abruptly collapsed beneath him. The answer is A.",
+    "11283": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles. The answer is B.",
+    "11285": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A purple heron's scientific name is Ardea purpurea.\nArdea purpurea is in the same genus as Ardea herodias, but they are not in the same species.\nOrganisms in the same species have the same scientific names. Ardea purpurea and Ardea herodias are different species within the same genus.\nArdea purpurea has the same scientific name as a purple heron. So, these organisms are in the same species.\nCaprimulgus europaeus does not have the same scientific name as a purple heron. So, Ardea purpurea and Caprimulgus europaeus are not in the same species. The answer is B.",
+    "11293": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A monarch butterfly is an insect. Like other insects, a monarch butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA dung beetle is an insect. Like other insects, a dung beetle is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA rainbow boa is a reptile. Like other reptiles, a rainbow boa is a vertebrate. It has a backbone.\nLike other tarantulas, a curlyhair tarantula is an invertebrate. It does not have a backbone. It has an exoskeleton. The answer is B.",
+    "11296": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. All three objects are transparent.\nA lemon has a sour taste. The water and the honey are not sour.\nAn opaque object does not let light through. None of the objects are opaque.\nThe property that all three objects have in common is transparent. The answer is A.",
+    "11300": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is B.",
+    "11309": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A.",
+    "11317": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of a goat is 34 kilograms.\n34 grams is too light. The answer is A.",
+    "11318": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the air on a warm, sunny day is 28\u00b0C.\n28\u00b0F is too cold. The answer is B.",
+    "11320": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the compound rubidium bromide.\nIn a space-filling model, the balls represent atoms that are bonded together. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether potassium bromide is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that potassium bromide is composed of potassium atoms and bromine atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that potassium bromide is composed of two chemical elements: potassium and bromine. Since potassium bromide is composed of multiple chemical elements bonded together, potassium bromide is a compound. The answer is B.",
+    "11324": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a paintbrush is 29 centimeters.\n29 meters is too long. The answer is B.",
+    "11333": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is C.",
+    "11335": "The Great Depression affected countries around the world.\nThe Great Depression began in the United States in 1929 and quickly spread to other countries. The effects of the Great Depression were felt in countries around the world, including Europe, Asia, South America, and Africa.\nMany people believe that the Great Depression was caused by the stock market crash of 1929. But the crash only set off the global economic downturn. The Great Depression was also caused by a worldwide depression in agriculture and business.\nThe Great Depression had a major impact on people's lives. It led to widespread unemployment and poverty. The unemployment rate in the United States increased to 25 percent in 1933. Many people lost their jobs, homes, and farms. The answer is D.",
+    "11342": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B.",
+    "11344": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "11345": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a cherry pie is 2 pounds.\n2 ounces is too light and 2 tons is too heavy. The answer is C.",
+    "11346": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A.",
+    "11367": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the word merciless. It describes the vines as if they were merciless people. The answer is B.",
+    "11371": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. Look at the distance each sailboat moved and the time it took to move that distance. The direction each sailboat moved does not affect its speed.\nNotice that each sailboat moved for 5 hours. The sailboat that moved 70 kilometers moved the farthest distance in that time. So, that sailboat must have moved at the highest speed. The answer is A.",
+    "11373": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nPaper is not a pure substance. But all minerals are pure substances.\nPaper is made by humans. But minerals are not made by living things.\nSo, paper is not a mineral.\nPyrite is a mineral.\nSphalerite is a mineral. The answer is B.",
+    "11374": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Tongue Point Marine Life Sanctuary have daily flooding and draining of seawater. They also have many different types of organisms. The answer is B.",
+    "11380": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Hazel doesn't have school spirit, because she doesn't go to football games. However, there may be a number of reasons why Hazel doesn't go to football games. This illustrates a type of logical fallacy known as a false dichotomy. The answer is B.",
+    "11383": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the phrase sprang to life. It describes the alarm clock as if it were a person who is suddenly awake. The answer is B.",
+    "11384": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "11394": "Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. To decide whether a motorcycle is a good or a service, ask these questions:\nIs a motorcycle something you can touch? Yes.\nIs a motorcycle a job you might pay someone else to do? No.\nSo, a motorcycle is a good. The answer is B.",
+    "11397": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked. The text uses an allusion, a brief reference to someone or something well known.\nThe allusion the Midas touch suggests that Troy is successful at all that he does. In Greek mythology, King Midas has the power to turn anything he touches into gold, easily creating value from nothing. The answer is B.",
+    "11399": "Nashville is the capital of Tennessee. The answer is D.",
+    "11400": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C.",
+    "11408": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1. The answer is A.",
+    "11416": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a potato is 16 centimeters.\n16 millimeters is too short. 16 meters and 16 kilometers are too long. The answer is A.",
+    "11417": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nDefinite maybe is a contradiction, because definite describes something that is sure, and maybe refers to something that is unsure. The answer is A.",
+    "11418": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the phrase jumped out in front of me. It describes the curb as if it were a mischievous, unpredictable person. The answer is A.",
+    "11421": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether chloroform is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of chloroform is composed of one carbon atom, one hydrogen atom, and one chlorine atom bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that chloroform is composed of three chemical elements: carbon, hydrogen, and chlorine. Since chloroform is composed of multiple chemical elements bonded together, chloroform is a compound. The answer is A.",
+    "11429": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Hornblende has all the properties of a mineral. So, hornblende is a mineral. The answer is B.",
+    "11430": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Petunia has two alleles for a hairy fleece (F). So, Petunia's genotype for the fleece type gene is FF. The answer is A.",
+    "11434": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. To determine if this statement is true, calculate the value of 75% of the volume of Uranus by multiplying its volume by 0.75.\nThen compare the result to the volume of Neptune. The volume of Neptune is 62,530 billion km^3, which is more than 51,248 billion km^3. So, the volume of Neptune is more than 75% of the volume of Uranus. The answer is A.",
+    "11445": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between Joseph and the center of Earth changed.\nThe summit of the mountain was higher than the point where Joseph started hiking. As he hiked toward the summit, the distance between Joseph and the center of Earth increased. So, the gravitational potential energy stored between Joseph and Earth increased as he hiked toward the summit. The answer is A.",
+    "11446": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "11453": "Birds have feathers, two wings, and a beak. A Steller's sea eagle is a bird. It has feathers, two wings, and a beak.\nSea eagles use their sharp beaks to eat fish and other birds.\nA harbor seal is a mammal. It has fur and feeds its young milk.\nSeals have flippers instead of arms! They use their flippers to swim underwater or to crawl on the beach.\nA red-eyed tree frog is an amphibian. It has moist skin and begins its life in water.\nA red-eyed tree frog has sticky pads on its toes. The sticky pads help the red-eyed tree frog hold on to leaves.\nA humpback whale is a mammal. It has hair and feeds its young milk.\nWhales are mammals that live in the ocean. Humpback whales have small hairs that grow from bumps around their mouth. The answer is C.",
+    "11454": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. This sentence uses a simile:\nJoe's eyes are as green as emeralds.\nThe words eyes and emeralds are compared using the word as.\nThis sentence uses a metaphor:\nJoe's eyes are bright green emeralds.\nThe words eyes and emeralds are compared without the word like or as. The answer is A.",
+    "11457": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun her could refer to Erica's or her sister's.\nThe airline lost Erica's baggage when she flew to Hawaii with her sister last month.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nWhen Erica and her sister flew to Hawaii last month, the airline lost her baggage. The answer is B.",
+    "11468": "Salt Lake City is the capital of Utah. The answer is A.",
+    "11480": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nSewing an apron is a physical change. The fabric and thread that make up the apron get a new shape, but the type of matter in each of them does not change.\nMixing lettuce and salad dressing is a physical change. Together, the salad and dressing make a mixture. But making this mixture does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C.",
+    "11487": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to mow the lawn is 30 minutes.\n30 seconds is too fast. The answer is A.",
+    "11489": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, learns. The verb ends in -s and tells you about something that is true or happening now. The answer is B.",
+    "11496": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a carton of orange juice is 2 liters.\n2 milliliters is too little. The answer is A.",
+    "11497": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The second text message is more formal. It uses complete sentences, avoids slang (heads up), and uses the person's title (Ms. Schmidt). The other text message includes more casual language and sentence fragments. The answer is B.",
+    "11498": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Mona wants or needs:\nMona will spend more ride tickets on the super starship than she would have spent on the pirate ship. The answer is B.",
+    "11502": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees. Look at the picture of the bearded dragon.\nWhen frightened, the bearded dragon can spread out its spiny scales to appear larger and more dangerous. If a predator is nearby, the bearded dragon will spread out its spiny scales to scare it away.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Mozambique spitting cobra has a hood around its neck. It uses its neck to appear larger and more dangerous to a predator.\nThe Madagascar day gecko has a short neck. Its neck is not adapted to help it appear larger and more dangerous to a predator. The answer is B.",
+    "11505": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nThe humidity is low where Brody lives. So, the air is usually dry.\nHumidity is the amount of water in the air.\nThis passage tells you about the usual humidity where Brody lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A.",
+    "11509": "Denver is the capital of Colorado. The answer is D.",
+    "11511": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. The population of Richmond fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Richmond has gone up. So, the supply of houses for sale probably went up, too. The answer is B.",
+    "11514": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA fragile object will break into pieces if you drop it. None of the objects are fragile.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.\nA rough object feels scratchy when you touch it. None of the objects are rough.\nThe property that all three objects have in common is shiny. The answer is A.",
+    "11523": "Chemical energy can be used for cell growth.\nAnimals need food, but plants don't.\nAll organisms need energy from food. Some organisms, including most plants, make their own food.\nChemical energy can be used for cell growth.\nCells can use chemical energy to power many important cell processes, including growth.\nA bear getting food.\nBears get energy from food. Bears eat fish, birds, and other animals. The answer is B.",
+    "11532": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "11545": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a soccer field is 390 feet.\n390 inches is too short. 390 yards and 390 miles are too long. The answer is D.",
+    "11546": "The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.\nThe roots take in water and nutrients from the soil. They also hold the plant in place in the soil.\nThe stem supports the plant. It carries food, water, and nutrients through the plant.\nThe leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.\nAfter they are pollinated, the flowers make seeds and fruit.\nThe fruit contain the seeds. Each fruit grows from a pollinated flower.\nThe seeds can grow into a new plant. Germination is when a seed begins to grow. The part of the pineapple tree we usually eat is the fruit. It contains the seeds. The answer is C.",
+    "11548": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the phrase walking out the door. It describes his last chance as if it were a person who is leaving. The answer is B.",
+    "11552": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of purple particles per milliliter.\nSolution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles. The answer is C.",
+    "11556": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince middle is not between the guide words meadow - mole, it would not be found on that page. The answer is B.",
+    "11559": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the following statement describes the Peary Land ecosystem: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has mostly small plants. The following statements do not describe Peary Land: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has warm summers and cool winters. It has many evergreen trees. The answer is C.",
+    "11572": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Atlantic Ocean. The answer is A.",
+    "11578": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. New York is farthest east. The answer is A.",
+    "11581": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to fry an egg in a pan is 5 minutes.\n5 hours is too slow. The answer is B.",
+    "11582": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds. The words fake and bike rhyme. They both end with the ake sound.\nThe word lake does not rhyme. It ends with a different sound. The answer is B.",
+    "11583": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with dumbo ears or normal ears, consider whether each phenotype is the dominant or recessive allele's version of the ear type trait. The question tells you that the E allele, which is for normal ears, is dominant over the e allele, which is for dumbo ears.\nDumbo ears is the recessive allele's version of the ear type trait. A rat with the recessive version of the ear type trait must have only recessive alleles for the ear type gene. So, offspring with dumbo ears must have the genotype ee.\nThere are 0 boxes in the Punnett square with the genotype ee.\nNormal ears is the dominant allele's version of the ear type trait. A rat with the dominant version of the ear type trait must have at least one dominant allele for the ear type gene. So, offspring with normal ears must have the genotype EE or Ee.\nAll 4 boxes in the Punnett square have the genotype EE or Ee.\nSo, the expected ratio of offspring with dumbo ears to offspring with normal ears is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with dumbo ears. Instead, this cross is expected to always produce offspring with normal ears. The answer is B.",
+    "11589": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Tora's observable version of the coat pattern trait is a black coat. So, Tora's phenotype for the coat pattern trait is a black coat. The answer is B.",
+    "11590": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Caprimulgus europaeus is written in italics. The first word is capitalized, and the second word is not.\nSo, Caprimulgus europaeus is the scientific name. The answer is B.",
+    "11591": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "11593": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. A kangaroo is an animal. It hops and swims.\nKangaroos hop to move around. They use their large tails for balance while hopping.\nA cherry tree is a plant. It can grow white or pink flowers.\nMany types of cherry trees come from Japan. Some of these trees have flowers, but no cherries! The answer is A.",
+    "11596": "A material is a type of matter. Wood, glass, metal, and plastic are common materials. Look at the picture of the marbles.\nThe marbles are made of glass.\nGlass is a clear, breakable material. Some clear marbles are made in Germany. They are called German glass marbles. The answer is A.",
+    "11597": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Some humans are born with naturally straight hair. Others are born with naturally curly hair. Straight and curly are examples of hair texture.\nSome people use tools to change how their hair looks. But this doesn't affect the natural texture of their hair. So, having naturally straight hair is an inherited trait. The answer is B.",
+    "11599": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Florida is farthest west. The answer is B.",
+    "11603": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nIt has not rained in over a week at Ian's house.\nThis passage tells you about the precipitation last week at Ian's house. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A.",
+    "11605": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees. Look at the picture of the gerenuk.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe giraffe has a long neck. Its neck is adapted for reaching high branches.\nThe bison has a short neck. Its neck is not adapted for reaching high branches. The bison eats mostly grass. The answer is B.",
+    "11606": "Salt Lake City is the capital of Utah. The answer is D.",
+    "11607": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Pacific Ocean. The answer is A.",
+    "11608": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nYou can see clearly through a transparent object. The glass bottle is transparent.\nA bouncy object will bounce back from the floor if you drop it. The glass bottle is not bouncy. The answer is A.",
+    "11609": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 5 solute particles on the left side of the membrane and 7 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 6 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right. The answer is B.",
+    "11613": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles. The answer is C.",
+    "11639": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nMorning clouds usually clear up by noon where Leo lives.\nThis passage tells you about the usual pattern of clouds where Leo lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B.",
+    "11643": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A bess beetle is an insect. Like other insects, a bess beetle is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA snowy owl is a bird. Like other birds, a snowy owl is a vertebrate. It has a backbone.\nA peacock butterfly is an insect. Like other insects, a peacock butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA Caribbean spiny lobster is a crustacean. Like other crustaceans, a Caribbean spiny lobster is an invertebrate. It does not have a backbone. It has an exoskeleton. The answer is A.",
+    "11656": "Neil wanted broccoli in his lunch and Darnell was hoping for tomatoes. Look at the labeled part of the images.\nNeil has tomatoes. Darnell has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is D.",
+    "11663": "A fact is something that can be proved by research or observation.\nNapoleon Bonaparte was shorter than King Louis XVI.\nThe statement above is a fact. The statement can be proved by researching the height of each man and comparing them.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.\nNapoleon Bonaparte was a better leader than King Louis XVI.\nThe statement above is an opinion. People can have different ideas about what makes someone a \"better\" leader, so the statement cannot be proved. The second sentence states a fact.\nGuardians of the Galaxy was released in theaters on July 24, 2014.\nIt can be proved by looking up the release date of Guardians of the Galaxy.\nThe first sentence states an opinion.\nGuardians of the Galaxy was the most enjoyable film of 2014.\nMost enjoyable shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a film enjoyable. The answer is B.",
+    "11664": "Olympia is the capital of Washington. The answer is A.",
+    "11670": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "11675": "This country is New Zealand. The answer is B.",
+    "11688": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "11690": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is A.",
+    "11695": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Kentucky is farthest north. The answer is B.",
+    "11696": "Look at the table and images.\nJennifer wants broccoli. Melissa wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D.",
+    "11715": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Rhizophora mangle is a plant. Plant cells can make their own food. Plant cells make food using photosynthesis. The answer is B.",
+    "11728": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses factoid in its traditional sense: something made up presented as a true fact.\nAs a geneticist, Jackie dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.\nThe second text uses factoid in its nontraditional sense: a trivial but true fact.\nAs a geneticist, Jackie enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard. The answer is A.",
+    "11733": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. The glass bottle is transparent, but the rubber ball is not.\nA smooth object is not scratchy or rough. All four objects are smooth.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The car bumper and the glass bottle are translucent, but the silver ring is not.\nThe property that all four objects have in common is smooth. The answer is A.",
+    "11734": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. A salmon is an animal. It swims in the water.\nUnlike most other fish, salmon can live in both freshwater and seawater.\nA peregrine falcon is an animal. It walks and flies.\nPeregrine falcons use their sharp beaks to eat other birds.\nA banana tree is a plant. It has large leaves.\nThe leaves on a banana tree can be up to nine feet long!\nA koala is an animal. It eats leaves.\nKoalas spend most of their time in trees. They sleep for up to 20 hours a day! The answer is B.",
+    "11736": "Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. An underling has a more negative connotation. An underling is a subordinate. The answer is B.",
+    "11738": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the following statements describe the Tibetan Plateau ecosystem: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has mostly small plants. It has soil that is frozen year-round. The following statement does not describe the Tibetan Plateau: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has warm summers and cool winters. The answer is B.",
+    "11745": "In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.\nA single organism is an individual. Individuals of the same species that live in the same place are part of a population.\nMultiple populations of different species that live in the same place are part of a community.\nTogether, communities of living organisms and the nonliving parts of their environment make up an ecosystem. The answer is B.",
+    "11756": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses an allusion, a brief reference to someone or something well known.\nBenedict Arnold alludes to the American general during the Revolutionary War who betrayed his country and fought for the British. The answer is A.",
+    "11757": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1. The answer is A.",
+    "11758": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles. The answer is A.",
+    "11761": "Tallahassee is the capital of Florida. The answer is C.",
+    "11768": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the crested black macaque.\nThe crested black macaque has long fingers and toes. It is adapted for climbing trees. The crested black macaque uses its long fingers and toes to hold on to branches while climbing.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bare-eared squirrel monkey has long fingers and toes. It is adapted for climbing trees.\nThe chital has four hoofed feet. It is not adapted for climbing trees. The chital uses its feet to walk and run. The answer is A.",
+    "11772": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is B.",
+    "11773": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Senator Serrano cares about her constituents, because she says she cares about them. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning. The answer is A.",
+    "11777": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.\nI can translate these French words for you, or you can use an online dictionary. The answer is B.",
+    "11784": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each salmon increased, which means that the thermal energy of each salmon increased. So, thermal energy was transferred from the surroundings to each salmon. The answer is B.",
+    "11799": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Charlotte, look at the graph.\nChoice \"Jan\" is incorrect.\nChoice \"January is the month with the highest average precipitation.\" is incorrect.\nSeveral other months have a slightly higher average precipitation than January.\nChoice \"Charlotte has a rainy season and a dry season.\" is incorrect.\nThe average monthly precipitation does not change much throughout the year. Every month has some rain, and there is no dry season. So, Charlotte does not have a rainy season and a dry season.\nChoice \"Precipitation does not change much from month to month.\" is incorrect.\nThe average monthly precipitation changes only slightly throughout the year. The answer is B.",
+    "11802": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "11805": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. California is farthest south. The answer is D.",
+    "11815": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that the museum needs more security guards. However, the fact that the speaker thinks the exhibit needs more security doesn't necessarily mean that the speaker is considering stealing from the exhibit. This illustrates a type of logical fallacy known as a ad hominem. The answer is B.",
+    "11817": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism golden years indicates that Mr. Dudley is old. Golden years is a nicer way of referring to old age. The answer is A.",
+    "11818": "This country is the Marshall Islands.\nDoes the Marshall Islands have any territorial disputes?\nThe Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States claimed Wake Island in 1899 and has controlled it since then. But the Marshall Islands considers the island part of its territory. It says that its people have traveled to the island to gather food and resources for many years. Today, the island is mainly used by the U.S. Air Force. The answer is C.",
+    "11819": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Granite does not have all the properties of a mineral. So, granite is not a mineral. The answer is A.",
+    "11825": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The words the and come are not important, so they should not be capitalized.\nThe correct title is B. The answer is B.",
+    "11829": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a floor lamp is 10 pounds.\n10 ounces is too light and 10 tons is too heavy. The answer is B.",
+    "11845": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A savanna grassland is a type of ecosystem. It has warm summers and warm winters, a rainy season and a dry season, and many different types of organisms.\nChoice 1 is a savanna grassland ecosystem. It has warm summers and warm winters.\nChoice 2 is a tropical rain forest ecosystem. It has year-round rain and soil that is poor in nutrients.\nChoice 3 is a taiga ecosystem. It has many evergreen trees. The answer is A.",
+    "11849": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells about something, and it ends with a period. It is a declarative sentence. The answer is B.",
+    "11860": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA stretchy object gets longer when you pull on it. The melted marshmallow is stretchy, but the caramel corn and the bubble gum are not.\nPotato chips have a salty taste. The caramel corn and the bubble gum are not salty.\nA sticky object can attach or stick to other things. All three objects are sticky.\nThe property that all three objects have in common is sticky. The answer is A.",
+    "11862": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, win. The verb tells you about something that is true or happening now. The answer is C.",
+    "11866": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a can of soda pop is 310 milliliters.\n310 liters is too much. The answer is A.",
+    "11868": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of a pair of goggles is 60 grams.\n60 kilograms is too heavy. The answer is A.",
+    "11874": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Skippy's genotype for the body hair gene is bb. Skippy's genotype of bb has only b alleles. The b allele is for a hairless body. So, Skippy's phenotype for the body hair trait must be a hairless body.\nTo check this answer, consider whether Skippy's alleles are dominant or recessive. The allele for a hairy body (B) is dominant over the allele for a hairless body (b). This means B is a dominant allele, and b is a recessive allele.\nSkippy's genotype of bb has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Skippy's phenotype for the body hair trait must be a hairless body. The answer is B.",
+    "11881": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses overly simple or imprecise language (get, real).\nThe first sentence uses more precise language, so it is more formal overall. The answer is A.",
+    "11886": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C.",
+    "11890": "Nashville is the capital of Tennessee. The answer is A.",
+    "11892": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Trisha has two alleles for having sickle-cell disease (a). So, Trisha's genotype for the sickle-cell disease gene is aa. The answer is B.",
+    "11897": "Jackson is the capital of Mississippi. The answer is C.",
+    "11901": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. Rain is a liquid. A liquid takes the shape of any container it is in. If you put rainwater into a bucket, the rainwater will take the shape of the bucket. But the rainwater will still take up the same amount of space.\nA plate is a solid. A solid has a size and shape of its own. If someone puts food on a plate, the food will keep its shape.\nA helium is a gas. A gas expands to fill a space. Helium is lighter than air. So, if you fill a balloon with helium, the balloon will rise. If helium leaks out of the balloon, the helium will expand into the space around the balloon.\nAn umbrella is a solid. A solid has a size and shape of its own. If someone opens an umbrella, the umbrella will keep its shape. The answer is B.",
+    "11917": "Atlanta is the capital of Georgia. The answer is D.",
+    "11921": "Augusta is the capital of Maine. The answer is C.",
+    "11922": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nPotato chips have a salty taste. Both objects are salty.\nA sticky object can stick to other things. The potato chips are not sticky.\nThe property that both objects have in common is salty. The answer is B.",
+    "11923": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A.",
+    "11925": "Chemical changes and physical changes are two ways matter can change.\nIn a chemical change, the type of matter changes.\nBurning a piece of paper is a chemical change. The paper changes into ash and smoke.\nIn a physical change, the type of matter stays the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nIce melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. Breaking a plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter. The answer is A.",
+    "11926": "Indianapolis is the capital of Indiana. The answer is A.",
+    "11928": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! The properties of granite match the properties of a rock. So, granite is a rock. The answer is B.",
+    "11930": "Charleston is the capital of West Virginia. The answer is C.",
+    "11931": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The second invitation is more formal. It uses more ceremonious language (you are cordially invited) and addresses the reader in a more impersonal manner (as an expression of our appreciation). The other invitation uses contractions (you're) and is more familiar in tone (we want to say \"Thanks!\"). The answer is A.",
+    "11932": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A pickerel frog's scientific name is Lithobates palustris. The first word of its scientific name is Lithobates.\nLithobates catesbeianus is in the genus Lithobates. The first word of its scientific name is Lithobates. So, Lithobates catesbeianus and Lithobates palustris are in the same genus.\nAgalychnis callidryas is in the genus Agalychnis. The first word of its scientific name is Agalychnis. So, Agalychnis callidryas and Lithobates palustris are not in the same genus.\nBufo guttatus is in the genus Bufo. The first word of its scientific name is Bufo. So, Bufo guttatus and Lithobates palustris are not in the same genus. The answer is A.",
+    "11934": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "11936": "Nashville is the capital of Tennessee. The answer is B.",
+    "11942": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nLake Titicaca is a large, deep lake on the border between Peru and Bolivia. Dry, windy conditions are common each year in June, July, and August.\nThe underlined part of the passage tells you about the usual wind patterns at Lake Titicaca. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A.",
+    "11943": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. Vinegar is a liquid. A liquid takes the shape of any container it is in. If you pour vinegar into a different container, the vinegar will take the shape of that container. But the vinegar will still take up the same amount of space.\nAn arrowhead is a solid. A solid has a size and shape of its own. An arrowhead is made of rock.\nA eraser is a solid. A solid has a size and shape of its own. You can break an eraser into pieces. But each piece will still have a size and shape of its own.\nA rag doll is a solid. A solid has a size and shape of its own. You can bend a rag doll. But it will still have a size and shape of its own.\nThe answer is D.",
+    "11946": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Svengali is literature.\nIn George du Maurier's novel Trilby, Svengali is a hypnotist who exerts such power over the central character that she is suddenly able to sing, which she was unable to do before.\nThe allusion Svengali means a person with an unduly strong influence over someone else. The answer is A.",
+    "11948": "Montgomery is the capital of Alabama. The answer is A.",
+    "11954": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "11955": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Pacific Ocean. The answer is D.",
+    "11963": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nWhere Rita lives, winds blowing from the northeast are rare in July.\nThis passage tells you about the usual wind pattern where Rita lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B.",
+    "11964": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Senator Swift hates children, because she wants to cut education funding. However, the fact that Senator Swift wants to cut education funding doesn't necessarily suggest that she hates children. This illustrates a type of logical fallacy known as a straw man. The answer is A.",
+    "11975": "Phoenix is the capital of Arizona. The answer is B.",
+    "11983": "The colony is North Carolina. The answer is D.",
+    "11984": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?\nThe number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.\nThere are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.\nThere are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. The better estimate for the length of a potato is 8 inches.\n8 feet is too long. The answer is A.",
+    "11986": "Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. A scrawny animal has a more negative connotation. Scrawny and slender both denote a lack of body fat. However, scrawny suggests a lack of strength or muscle, while slender suggests a lack of bulk. The answer is B.",
+    "11988": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is E.",
+    "11990": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.\nKennedy repeats the words we need at the beginning of each sentence. The answer is B.",
+    "11992": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. The answer is A.",
+    "11995": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. An ocean sunfish is a fish. It lives underwater. It has fins, not limbs.\nOcean sunfish have a flat body and wide fins. They sometimes swim to the ocean's surface to rest in the sun.\nA water buffalo is a mammal. It has hair and feeds its young milk.\nWater buffaloes live in Asia. Some people raise water buffaloes for their milk.\nA penguin is a bird. It has feathers, two wings, and a beak.\nPenguins live near water. Penguins cannot fly! They use their wings to swim.\nA common toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole. The answer is C.",
+    "12008": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A.",
+    "12011": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine Kiki's phenotype for the whisker type trait. First, consider the alleles in Kiki's genotype for the whisker type gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for curved whiskers (h) is recessive to the allele for straight whiskers (H). This means H is a dominant allele, and h is a recessive allele.\nKiki's genotype of Hh has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Kiki's phenotype for the whisker type trait must be straight whiskers. The answer is A.",
+    "12016": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of purple particles per milliliter.\nSolution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles. The answer is B.",
+    "12021": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to play golf. Instead, some people learn how to play golf. Playing the sport takes practice. So, playing golf is an acquired trait. The answer is B.",
+    "12023": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The second sentence is the simple sentence. It has one subject and predicate.\nEvery winter my father grows a thick beard. The answer is B.",
+    "12026": "The colony is Delaware. The answer is C.",
+    "12031": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Producers do not eat other organisms. So, in a food web, producers do not have arrows pointing to them from other organisms.\nThe lichen does not have any arrows pointing to it. So, the lichen is a producer.\nThe barren-ground caribou has arrows pointing to it from the bilberry and the collared lemming. So, the barren-ground caribou is a consumer, not a producer. The answer is A.",
+    "12033": "Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4 The answer is B.",
+    "12034": "Boise is the capital of Idaho. The answer is B.",
+    "12047": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down. The answer is A.",
+    "12054": "Concord is the capital of New Hampshire. The answer is B.",
+    "12056": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "12064": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nA change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. Leaves changing color in the fall is a physical change. The leaves change into a different type of matter, but they are still made of the same type of matter. The answer is A.",
+    "12068": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince hind is between the guide words heart - hood, it would be found on that page. The answer is B.",
+    "12072": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles. The answer is A.",
+    "12083": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Santiago, look at the graph.\nChoice \"Mar\" is incorrect.\nChoice \"Jun\" is incorrect.\nChoice \"Aug\" is incorrect.\nJune has an average monthly precipitation of about 80 millimeters. This is higher than in any other month. So, June has the highest average precipitation. The answer is B.",
+    "12096": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is D.",
+    "12100": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Humans are not born knowing how to drive a car. Instead, many people learn how to drive when they are older. So, driving is an acquired trait. The answer is A.",
+    "12103": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells someone to do something, so it is an imperative sentence. Here, it ends with a period. The answer is A.",
+    "12105": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Rhizophora mangle is a plant. Plant cells have a nucleus. The answer is A.",
+    "12116": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is A.",
+    "12117": "This country is New Zealand. The answer is A.",
+    "12123": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nWater evaporating from a puddle is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.\nRain forming in a cloud is a change of state. So, it is a physical change. Water vapor in the air condenses into tiny droplets of liquid water. These droplets make up a cloud. When there is enough water in the air, the droplets will fall as rain.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nWater evaporating is caused by heating. But rain forming in a cloud is not.\nBoth are caused by cooling.\nRain begins to form when water vapor in the air becomes liquid water. This is caused by cooling. But water evaporating from a puddle is not. The answer is A.",
+    "12129": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a full box of cereal is 19 ounces.\n19 pounds and 19 tons are both too heavy. The answer is C.",
+    "12134": "A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is \u00b0.\nSome thermometers measure temperature in degrees Fahrenheit (\u00b0F). Fahrenheit is one scale used to measure temperature.\nThis is a tube thermometer. It has a tube filled with a red liquid.\nThere is a Fahrenheit scale along the right side of the tube. The top of the red liquid lines up with the number 80 on the scale. So, the temperature shown by this thermometer is 80\u00b0F. Find the top of the red liquid.\nNow look at the scale to the right. The top of the red liquid is halfway between 60 and 70. So, the temperature is 65\u00b0F. The answer is A.",
+    "12135": "This state is Michigan. The answer is A.",
+    "12137": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Hevea brasiliensis is a plant. Plants are made up of many cells. The answer is A.",
+    "12139": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is C.",
+    "12143": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n To decide which planet is the smallest, look at the volumes shown in the table and compare the exponents. Mercury's volume has an exponent of 10, which is the smallest out of all the planets.\nMercury is made mainly of rock. So, the smallest planet is made mainly of rock. The answer is B.",
+    "12154": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.\nAsian pears don't change color after being harvested, but some European pears do. The answer is A.",
+    "12157": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the word sprinted. It describes the wave as if it were a person who ran fast. The answer is A.",
+    "12167": "When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.\nThis table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.\nType of symbiotic relationship | Organism of one species... | Organism of the other species...\nCommensal | benefits | is not significantly affected\nMutualistic | benefits | benefits\nParasitic | benefits | is harmed (but not usually killed) When a hawk moth visits a petunia flower, the moth gets nectar and pollen. So, the hawk moth benefits from its relationship with the petunia.\nThe petunia does not get hurt by the moth's visit. So, the petunia also benefits from its relationship with the moth.\nSince both the hawk moth and the petunia benefit, a mutualistic relationship is formed when the hawk moth visits the petunia flower. The answer is B.",
+    "12172": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds. The words swirl and twirl rhyme. They both end with the irl sound.\nThe word snarl does not rhyme. It ends with a different sound. The answer is A.",
+    "12174": "Helena is the capital of Montana. The answer is D.",
+    "12176": "Sacramento is the capital of California. The answer is B.",
+    "12183": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun he could refer to Scott or Ed.\nThe first answer choice shows a possible correction for the vague pronoun reference. He has been replaced with Scott.\nAfter Scott explained the chemistry homework to Ed, Scott understood it better, too. The answer is A.",
+    "12191": "Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?\nFirst, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.\nAfter pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant. A seedling is a small, young plant. A seedling will grow into an adult plant. The answer is A.",
+    "12192": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds. The words yank and thank don't rhyme. They end with different sounds.\nThe word hike does rhyme. It ends with the same sound as tip. The answer is C.",
+    "12198": "A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping. The first sentence states a fact.\nSheep's wool is used to make all kinds of clothing.\nIt can be proved by looking up information about wool.\nThe second sentence states an opinion.\nThe most comfortable clothing is made from wool.\nMost comfortable shows what a person believes, thinks, or feels. Another person might have a different opinion about what feels most comfortable. The answer is A.",
+    "12204": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The words of and an are not important, so they should not be capitalized.\nThe correct title is In the Blink of an Eye. The answer is A.",
+    "12215": "A tree is outside.\nA tree can be very tall.\nBirds may live in a tree. The answer is A.",
+    "12219": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the simple sentence. It has one subject and predicate.\nTonight the farmers will herd the cattle into the barn. The answer is B.",
+    "12226": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C.",
+    "12232": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is A.",
+    "12234": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. Look at the distance each motorboat moved and the time it took to move that distance. The direction each motorboat moved does not affect its speed.\nNotice that each motorboat moved for 5 hours. The motorboat that moved 30 miles moved the shortest distance in that time. So, that motorboat must have moved at the lowest speed. The answer is C.",
+    "12240": "Authors use different text structures to organize their ideas in writing. Learning to identify these structures will help you to understand the relationships between ideas in informational texts. You can also use these structures to organize your own writing.\nA cause-effect structure presents the causes and the effects of a particular event, trend, or situation. This structure often uses words and phrases such as because, since, as a result, due to, or consequently.\nA compare-contrast structure presents similarities (comparisons) and differences (contrasts) between two or more things. This structure often uses words and phrases such as like, similarly, or in the same way (for comparing) or on the other hand, in contrast, or unlike (for contrasting).\nA problem-solution structure presents a problem and suggests one or more possible solutions. This structure often uses words such as issue, question, puzzle, propose, and answer.\nA sequential structure describes a series of events that happens in a certain order. This structure often uses specific dates and times or words such as first, next, during, finally, and while. The text uses a cause-effect structure to show the effects of excluding anti-war protesters from the Democratic National Convention. The answer is A.",
+    "12247": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince afraid is between the guide words above - asphalt, it would be found on that page. The answer is B.",
+    "12255": "This country is Saint Kitts and Nevis. The answer is A.",
+    "12263": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the word coughed. It describes the engine as if it were a person who is sick. The answer is B.",
+    "12266": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nSweet sorrow is a contradiction, because sweet describes something that is gentle and pleasant, while sorrow refers to grief or sadness. The answer is B.",
+    "12269": "A material is a type of matter. Wood, glass, metal, and plastic are common materials. Look at the picture of the swim goggles.\nThe swim goggles are made of rubber.\nSome rubber is stretchy. Other types of rubber are not. Swim goggles are made of a stretchy type of rubber. The answer is B.",
+    "12284": "Genes affect traits.\nGenes contain information about inherited traits.\nAll organisms have genes.\nAll organisms have genes that contain information about their inherited traits.\nEye color is an example of a gene.\nAn organism's eye color is affected by its genes. But eye color is not a gene. Eye color is a trait, which is an observable characteristic of an organism.\nGenes are passed down from parents to offspring.\nWhen an organism reproduces, it passes copies of its genes to its offspring. This is how information about inherited traits is passed down. The answer is A.",
+    "12287": "Sacramento is the capital of California. The answer is B.",
+    "12292": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "12298": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the giant anteater.\nA tube-shaped snout helps the giant anteater reach into a burrow. A long, sticky tongue helps it catch the insects.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe long-beaked echidna has a tube-shaped snout and a long, sticky tongue. Its mouth is adapted to eat insects that live inside burrows.\nThe gorilla has a large mouth and sharp teeth. Its mouth is not adapted to get insects out of burrows. The gorilla uses its mouth to eat leaves and fruit. The answer is B.",
+    "12311": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun her could refer to Ms. Boone or her daughter.\nMs. Boone asked her daughter to chop the celery, but her daughter couldn't find the knife.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nMs. Boone asked her daughter to chop the celery, but she couldn't find the knife. The answer is B.",
+    "12316": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a washing machine is 32 gallons.\n32 fluid ounces and 32 cups are both too little. The answer is A.",
+    "12320": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of a full bag of groceries is 3 kilograms.\n3 grams is too light. The answer is B.",
+    "12321": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nCutting a piece of rope is a physical change. The rope is shorter after you cut it. But it is still made of the same type of matter as the uncut rope.\nPeeling a banana is a physical change. The peel is not covering the rest of the fruit anymore. But both the peel and the banana are still made of the same type of matter as before.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D.",
+    "12324": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "12332": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is A.",
+    "12335": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is A.",
+    "12340": "Fish live underwater. They have fins, not limbs. An Asian elephant is a mammal. It has hair and feeds its young milk.\nElephants live in groups called herds. The oldest female in the herd is usually the leader.\nA bull shark is a fish. It lives underwater. It has fins, not limbs.\nBull sharks can live in both fresh and salt water. They are found in rivers and in shallow parts of the ocean.\nA red kangaroo is a mammal. It has fur and feeds its young milk.\nKangaroos hop to move around. They use their large tails for balance while hopping.\nA green iguana is a reptile. It has scaly, waterproof skin.\nIguanas are a type of lizard. Iguanas eat plants and fruit. The answer is A.",
+    "12350": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A.",
+    "12357": "Annapolis is the capital of Maryland. The answer is D.",
+    "12358": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A Panamanian golden frog's scientific name is Atelopus zeteki.\nAtelopus zeteki has the same scientific name as a Panamanian golden frog. So, these organisms are in the same species.\nHyla japonica does not have the same scientific name as a Panamanian golden frog. So, Atelopus zeteki and Hyla japonica are not in the same species.\nBufo guttatus does not have the same scientific name as a Panamanian golden frog. So, Atelopus zeteki and Bufo guttatus are not in the same species. The answer is A.",
+    "12365": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A woodpecker is a bird. It has feathers, two wings, and a beak.\nWoodpeckers have strong beaks. They use their beaks to drill into wood to hunt for food.\nA water buffalo is a mammal. It has hair and feeds its young milk.\nWater buffaloes live in Asia. Some people raise water buffaloes for their milk.\nA hammerhead shark is a fish. It lives underwater. It has fins, not limbs.\nHammerhead sharks get their names from the shape of their heads. They have a wide, flat head and a small mouth.\nA red-headed poison frog is an amphibian. It has moist skin and begins its life in water.\nPoison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous. The answer is C.",
+    "12370": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.\nWhitman repeats the word out of at the beginning of each line. The answer is A.",
+    "12382": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.\nMr. Fowler exercises after work, or he plays cards with friends. The answer is A.",
+    "12390": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the recipe.\nIf Steven doesn't know how to make homemade waffles, he can find the recipe in the cookbook. The answer is B.",
+    "12394": "During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? The writer could best improve his or her word choice by reducing repetitive language.\nFor example, the writer could reduce the use of nearby, not to mention, and other by using a thesaurus to find synonyms.\nIf you're ever in New York State, you should see Albany, the state capitol. When I visited last summer, I was impressed by the museums, the historic mansions and colonial homes, and other cites. The surrounding area also provides plenty of options for outdoor recreation. Nearby lakes and rivers, not to mention the majestic Adirondack Mountains, offer hiking, fishing, and canoeing opportunities. The answer is A.",
+    "12396": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun she could refer to Eva or Anna.\nWhen Eva ran into Anna at the post office, she smiled and said hello.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nEva smiled and said hello when she ran into Anna at the post office. The answer is B.",
+    "12397": "This country is The Bahamas. The answer is D.",
+    "12399": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nCooking an egg is a chemical change. The heat causes the matter in the egg to change. Cooked egg and raw egg are different types of matter.\nMetal turning less shiny over time is called tarnishing. A penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nCooking is caused by heating. But a penny tarnishing is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C.",
+    "12403": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Indian Ocean. The answer is C.",
+    "12406": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "12413": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. California is farthest south. The answer is A.",
+    "12414": "Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. A boring shirt has a more negative connotation. A boring shirt is a shirt that is not interesting. The answer is A.",
+    "12418": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is C.",
+    "12421": "Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. Arguing about something has a more negative connotation. If you argue about something, you have a heated dispute about it. The answer is B.",
+    "12427": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a test tube is 13 milliliters.\n13 liters is too much. The answer is B.",
+    "12438": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in New Orleans, look at the graph.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"October is the wettest month.\" is incorrect.\nEvery other month has a higher average precipitation than October. So, October is the driest, not the wettest, month.\nChoice \"The wettest months of the year are June, July, and August.\" is incorrect.\nOn average, more precipitation falls during June, July, and August than during other months of the year. So, June, July, and August are the wettest months.\nChoice \"June, July, and August are the driest months of the year.\" is incorrect.\nOn average, slightly more precipitation falls during June, July, and August than during the other months of the year. So, June, July, and August are not the driest months. The answer is B.",
+    "12441": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks. This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.\nInside its tissues, the spotted jelly\u2014a marine invertebrate native to the South Pacific\u2014grows symbiotic algae that produces food for the jelly and gives it a greenish-brown hue. The answer is A.",
+    "12446": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA rough object feels scratchy when you touch it. The cracker and the potato chips are not rough.\nPotato chips have a salty taste. All three objects are salty.\nYellow is a color.\nThis color is yellow. The cracker and the potato chips are not yellow.\nThe property that all three objects have in common is salty. The answer is B.",
+    "12452": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. The muskmelon plant's observable version of the fruit taste trait is sour fruit. So, the plant's phenotype for the fruit taste trait is sour fruit. The answer is A.",
+    "12453": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The first letter opening is more formal. It uses the recipient's personal title and last name. The other opening uses the recipient's first name, suggesting a more familiar relationship. The answer is A.",
+    "12455": "The colony is Pennsylvania. The answer is D.",
+    "12468": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid. The answer is C.",
+    "12473": "This country is Antigua and Barbuda. The answer is B.",
+    "12477": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles. The answer is C.",
+    "12487": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is C.",
+    "12489": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nBoth magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is C.",
+    "12490": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The first memo to customers is more formal. It uses more elevated language (committed to, honoring). The other memo to customers uses more conversational language (cares about, providing). The answer is A.",
+    "12506": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nSugar has a sweet taste. The jello is sweet, but the ocean water is not.\nA flexible object can be folded or bent without breaking easily. The jello is flexible, but the ocean water is not.\nA translucent object lets light through. But you cannot see clearly through a translucent object. All four objects are translucent.\nThe property that all four objects have in common is translucent. The answer is A.",
+    "12509": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction or.\nYou can wipe up your spill with some paper towels, or you can use the sponge on the counter. The answer is A.",
+    "12513": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, Peary Land has long, cold winters. It also has mostly small plants. The answer is B.",
+    "12521": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a bike path is 2 miles.\n2 inches, 2 feet, and 2 yards are all too short. The answer is D.",
+    "12523": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that the government should raise taxes to improve public schools. However, the text also argues that not raising taxes is a form of condemning the schools to failure. This is a false dichotomy. The argument gives the reader only two choices when more options exist. For instance, the government could raise taxes or not. The answer is C.",
+    "12535": "Atlanta is the capital of Georgia. The answer is D.",
+    "12547": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the phrase devouring. It describes the tsunami as if it were a ravenous person. The answer is B.",
+    "12549": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. You can tell whether nitrogen is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for nitrogen is N2. This formula contains one symbol: N. So, the formula tells you that nitrogen is made of one chemical element.\nSubstances made of only one chemical element are elementary substances. So, nitrogen is an elementary substance. The answer is B.",
+    "12553": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A sand cat's scientific name is Felis margarita. The first word of its scientific name is Felis.\nLynx rufus is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx rufus and Felis margarita are not in the same genus.\nLynx canadensis is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx canadensis and Felis margarita are not in the same genus.\nThis organism and the sand cat are in the same genus and the same species! Both organisms have the same scientific name, Felis margarita. The answer is A.",
+    "12554": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nErosion caused by wind is a physical change. The wind carries away tiny pieces of rock. But the pieces of rock do not become a different type of matter.\nBeating an egg is a physical change. Beating an egg mixes together the egg white, egg yolk, and some air. But mixing them together does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is A.",
+    "12556": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles. The answer is B.",
+    "12557": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of ecosystems. Here are some ways in which these ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A tropical coral reef is a type of ecosystem. It has shallow, salty water, bright sunlight, and many different types of organisms.\nTropical coral reefs have the following features:\nshallow water that is warm and sunlit\nwater that is rich in nutrients\nmany different types of organisms, including corals, fish, and invertebrates such as clams and worms\nThe answer is B.",
+    "12577": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The horseshoe magnet pulls the paper clips upward. The direction of the pull is toward the magnet. The answer is B.",
+    "12587": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Ohio is farthest west. The answer is D.",
+    "12606": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nA change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. Water evaporating from a puddle is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed. The answer is A.",
+    "12608": "Look at the table and images.\nLamar wants broccoli. Jackson wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D.",
+    "12611": "The city is Denver, Colorado. Chicago, San Francisco, and Los Angeles are marked with gray circles on the map below. The answer is D.",
+    "12613": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.\nThe words was, I, and late are repeated at the beginning of each sentence. The answer is B.",
+    "12627": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that allowing one person to miss a deadline will lead to others asking for the same treatment. However, this isn't necessarily true. This argument offers only one extreme and unlikely outcome. This illustrates a type of logical fallacy known as the slippery slope fallacy. The answer is B.",
+    "12629": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Tim must be fiscally irresponsible, because he works for a company that went bankrupt. However, even though his company is perceived as fiscally irresponsible, that doesn't necessarily mean that Tim is, too. This illustrates a type of logical fallacy known as guilt by association. The answer is B.",
+    "12641": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A tropical coral reef is a type of ecosystem. Tropical coral reefs have the following features: shallow, salty water, bright sunlight, and many different types of organisms. So, the Belize Barrier Reef has salty water. It also has many different types of organisms. The answer is A.",
+    "12645": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA fragile object will break into pieces if you drop it. None of the objects are fragile.\nA colorful object has one or more bright colors. All three objects are colorful.\nA sticky object can attach or stick to other things. None of the objects are sticky.\nThe property that all three objects have in common is colorful. The answer is C.",
+    "12652": "A force is a push or a pull that one object applies to a second object.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The older brother applies a force to the back of the car to move it forward. The direction of this force is away from the older brother. This force is a push. The answer is B.",
+    "12662": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of an eyedropper is 7 milliliters.\n7 liters is too much. The answer is A.",
+    "12664": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is B.",
+    "12670": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence makes a request, so it is an imperative sentence. Here, it ends with a period. The answer is B.",
+    "12672": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is simple. It is a single independent clause.\nRaymond took several incredible panoramic photographs of the sweeping view from the top of Table Mountain. The answer is B.",
+    "12673": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. California is farthest west. The answer is B.",
+    "12675": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A gray heron's scientific name is Ardea cinerea. The first word of its scientific name is Ardea.\nLissotriton helveticus is in the genus Lissotriton. The first word of its scientific name is Lissotriton. So, Lissotriton helveticus and Ardea cinerea are not in the same genus.\nThis organism and the gray heron are in the same genus and the same species! Both organisms have the same scientific name, Ardea cinerea.\nHyla cinerea and Ardea cinerea are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Hyla cinerea and Ardea cinerea have the same species name within their genus, cinerea. But the first words of their scientific names are different. Hyla cinerea is in the genus Hyla, and Ardea cinerea is in the genus Ardea. The answer is B.",
+    "12677": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nDry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation.\nDry ice becoming a gas is a physical change. A change of state does not form a different type of matter.\nWater freezing into ice is a change of state. So, it is a physical change. The water changes from solid to liquid. But the ice is still made of the same type of matter as the liquid water.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nDry ice sublimating is caused by heating. But water freezing into ice is not.\nBoth are caused by cooling.\nWater freezing is caused by cooling. But dry ice sublimating is not. The answer is B.",
+    "12683": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A.",
+    "12698": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses apostrophe, a direct address to an absent person or a nonhuman entity.\nOh! Stars and clouds and winds, ye are all about to mock me; if ye really pity me, crush sensation and memory; let me become as naught. The answer is A.",
+    "12706": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Trojan horse is Greek mythology.\nIn Greek mythology, the Greek army tricks the Trojan army into taking a large wooden horse into their carefully guarded city. The horse turns out to be filled with Greek warriors who, once inside the city of Troy, open the gates to the Greek army waiting outside.\nThe allusion Trojan horse means a deceptive or harmful offering. The answer is A.",
+    "12707": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Mason wants or needs:\nMason will give up some muffins. He could have made more cranberry muffins than blueberry muffins. The answer is B.",
+    "12712": "To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.\nThe map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25\u00b0C up to -20\u00b0C. Areas that are the next darkest shade of blue have a temperature from -20\u00b0C up to -15\u00b0C. Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.\n10\u00b0C.\n-1\u00b0C is within this range.\n-22\u00b0C and 2\u00b0C are outside of this range. The answer is B.",
+    "12714": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence asks something, and it ends with a question mark. It is an interrogative sentence. The answer is B.",
+    "12719": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nNothing I love more shows verbal irony because Mr. Kelly is probably upset that there isn't anything to eat. The answer is B.",
+    "12722": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. Bees making honey from nectar is a chemical change. Bees have a special body part that changes the nectar into honey. The honey is a different type of matter than the nectar. The answer is A.",
+    "12723": "A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers. The restaurant is in column 3. The answer is B.",
+    "12724": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.\nAn avid reader, Caden attends weekly book club meetings, and he finishes several novels every month. The answer is C.",
+    "12733": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether phosphine is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of phosphine is composed of one phosphorus atom and one hydrogen atom bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that phosphine is composed of two chemical elements: phosphorus and hydrogen. Since phosphine is composed of multiple chemical elements bonded together, phosphine is a compound. The answer is A.",
+    "12741": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town. The text uses a metaphor, comparing two things that are not actually alike without using like or as.\nThe metaphor the only light in the sea of darkness was the prospect of pursuing a new career suggests that there was a benefit to Trent's job loss. A light would be beneficial in helping someone escape a dark, difficult-to-navigate situation. Similarly, Trent's new career was beneficial in helping him escape the emotionally difficult experience of losing his job. The answer is A.",
+    "12753": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the following statement describes the Sonoran Desert ecosystem: a small amount of rain, dry, thin soil, and many different types of organisms. It has a small amount of rain. The following statements do not describe the Sonoran Desert: a small amount of rain, dry, thin soil, and many different types of organisms. It has warm, wet summers. It has only a few types of organisms. The answer is C.",
+    "12754": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A.",
+    "12756": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince always is between the guide words after - another, it would be found on that page. The answer is A.",
+    "12758": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind. The text uses personification, giving human characteristics to nonhuman things.\nFiddling with the pipes suggests that the plumber was having a hard time fixing the leak. The burped up suggests that the drain released the water in a rush. The answer is A.",
+    "12776": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. A bowling ball is a solid. A solid has a size and shape of its own.\nIf you hit a bowling ball with a bowling ball, the first ball will still have a size and shape of its own. The answer is B.",
+    "12777": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of an elephant is 6,370 kilograms.\n6,370 grams is too light. The answer is B.",
+    "12785": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the air on a hot day is 36\u00b0C.\n36\u00b0F is too cold. The answer is B.",
+    "12787": "Helena is the capital of Montana. The answer is D.",
+    "12793": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind. The text uses personification, giving human characteristics to nonhuman things.\nDanced describes the trees as if they were people. The answer is A.",
+    "12799": "The colony is Rhode Island. The answer is D.",
+    "12809": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "12814": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a kiddie pool is 1,080 liters.\n1,080 milliliters is too little. The answer is A.",
+    "12815": "Look at the table and images.\nSamir wants broccoli. Derek wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D.",
+    "12821": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A.",
+    "12824": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBreaking a ceramic plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter.\nYarn is made by knitting strands of material together. The yarn is made of the same type of matter as the strands.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is A.",
+    "12827": "Boise is the capital of Idaho. The answer is D.",
+    "12839": "Montgomery is the capital of Alabama. The answer is D.",
+    "12841": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. The answer is B.",
+    "12842": "The colony is Pennsylvania. The answer is B.",
+    "12845": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nLas Vegas is in the desert. On average, Las Vegas has almost 300 clear, sunny days each year!\nThe underlined part of the passage tells you about the usual pattern of cloud cover in Las Vegas. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B.",
+    "12856": "Olympia is the capital of Washington. The answer is D.",
+    "12858": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A black howler is a mammal. Like other mammals, a black howler is a vertebrate. It has a backbone.\nA cardinalfish is a fish. Like other fish, a cardinalfish is a vertebrate. It has a backbone.\nA green sea turtle is a reptile. Like other reptiles, a green sea turtle is a vertebrate. It has a backbone.\nAn earthworm is a worm. Like other worms, an earthworm is an invertebrate. It does not have a backbone. It has a soft body. The answer is D.",
+    "12861": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is C.",
+    "12869": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nWater evaporating from a puddle is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.\nMelting glass is a change of state. So, it is a physical change. The glass changes from solid to liquid. But a different type of matter is not formed.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C.",
+    "12875": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for hydrogen sulfide contains two symbols: H for hydrogen and S for sulfur. So, hydrogen sulfide is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, hydrogen sulfide is a compound, not an elementary substance. The chemical formula for cyclopropane contains three symbols: C for carbon, H for hydrogen, and C for carbon. So, cyclopropane is made of three chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, cyclopropane is a compound, not an elementary substance. The chemical formula for silver contains one symbol: Ag. So, silver is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, silver is an elementary substance. The answer is C.",
+    "12878": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. You can tell whether argon is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for argon is Ar. This formula contains one symbol: Ar. So, the formula tells you that argon is made of one chemical element.\nSubstances made of only one chemical element are elementary substances. So, argon is an elementary substance. The answer is A.",
+    "12894": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. You can tell whether gallium arsenide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for gallium arsenide, GaAs, contains two atomic symbols: Ga for gallium and As for arsenic. So, the formula tells you that gallium arsenide is composed of two chemical elements bonded together.\nSince gallium arsenide is composed of multiple chemical elements bonded together, gallium arsenide is a compound. The answer is A.",
+    "12897": "Lansing is the capital of Michigan. The answer is D.",
+    "12905": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony. The answer is B.",
+    "12909": "Columbus is the capital of Ohio. The answer is D.",
+    "12916": "Denver is the capital of Colorado. The answer is B.",
+    "12924": "The answer is A.",
+    "12925": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nDeveloped has a polite sound and refers to the military personnel rather than the technology. The answer is A.",
+    "12933": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses nauseous in its traditional sense: causing disgust or nausea.\nLeah couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past.\nThe second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nThe odor emanating from the landfill made Leah so nauseous that she had to roll up the car windows as she drove past.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard. The answer is A.",
+    "12936": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nAn antler is not a pure substance. But all minerals are pure substances.\nSo, an antler is not a mineral.\nNative copper is a mineral.\nGypsum is a mineral. The answer is A.",
+    "12938": "Little Rock is the capital of Arkansas. The answer is D.",
+    "12940": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is C.",
+    "12961": "Look at the table and images.\nJenny wants broccoli. Zoe wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D.",
+    "12965": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles. The answer is A.",
+    "12966": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses conversational language (real quick).\nThe first sentence uses formal language in place of the conversational language, so it is more formal overall. The answer is B.",
+    "12976": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion golden calf is the Bible.\nIn the Bible, Aaron, the brother of Moses, creates a golden calf while Moses is on Mount Sinai receiving the Ten Commandments.\nThe answer is B.",
+    "12979": "Bismarck is the capital of North Dakota. The answer is C.",
+    "12983": "This country is Saint Kitts and Nevis. The answer is A.",
+    "12984": "Pierre is the capital of South Dakota. The answer is A.",
+    "12992": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince human is between the guide words hate - here, it would be found on that page. The answer is B.",
+    "12995": "This state is California. The answer is C.",
+    "12999": "A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping. The first sentence states a fact.\nAll ants have six legs.\nIt can be proved by looking up information about ants.\nThe second sentence states an opinion.\nRed ants are worse than black ants.\nWorse shows what a person believes, thinks, or feels. Another person might have a different opinion about which type of ant is worse. The answer is A.",
+    "13005": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a bathtub is 75 gallons.\n75 fluid ounces and 75 cups are both too little. The answer is C.",
+    "13007": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA banana getting ripe on the counter is a chemical change. As a banana ripens, the type of matter in it changes. The peel changes color and the inside becomes softer and sweeter.\nSaliva breaking down a piece of bread is a chemical change. Bread is made up mostly of a chemical called starch. Saliva breaks the bonds between atoms in the starch molecules.\nThe atoms then link together to form smaller, simpler molecules of sugar. The sugar is a different type of matter than the starch.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D.",
+    "13009": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Atlantic Ocean. The answer is D.",
+    "13012": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C.",
+    "13015": "When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.\nSensory Category | Description\nSight | These are words like bright, clean, and purple. A reader can imagine looking at these details.\nSound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.\nTaste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.\nSmell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.\nTouch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.\nMany sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.\n Look at the picture.\nThe word booming describes the sound this thunderstorm makes.\nPurring and squeaking can also describe sounds. But they do not describe the sounds this thunderstorm makes. The answer is B.",
+    "13016": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is South America. The answer is B.",
+    "13017": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Europe. The answer is A.",
+    "13021": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Meg wants or needs:\nMeg will give up the chance to be in the Theater Club. She would have had more fun in the Theater Club than in the Photography Club. The answer is A.",
+    "13043": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion spidey sense is a comic book.\nThe comic book superhero Spider-Man possesses a spidey sense that warns him of impending trouble.\nThe allusion spidey sense means a sense of danger coming. The answer is A.",
+    "13054": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.\nThe mushroom has an arrow pointing to it from the barren-ground caribou. The barren-ground caribou is a producer, so the mushroom is a primary consumer.\nThe Arctic fox has an arrow pointing to it from the brown lemming. The brown lemming is a producer, so the Arctic fox is a primary consumer.\nThe rough-legged hawk has an arrow pointing to it from the parasitic jaeger. The parasitic jaeger is not a producer, so the rough-legged hawk is not a primary consumer.\nThe bilberry has an arrow pointing to it from the barren-ground caribou. The barren-ground caribou is a producer, so the bilberry is a primary consumer. The answer is A.",
+    "13058": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Diamond has all the properties of a mineral. So, diamond is a mineral. The answer is B.",
+    "13062": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. An American alligator is a reptile. It has scaly, waterproof skin.\nA clownfish is a fish. It lives underwater. It has fins, not limbs. The answer is A.",
+    "13063": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between the submarine and the center of Earth changed.\nThe ocean floor is lower than the surface of the ocean. As the submarine dove toward the ocean floor, the distance between the submarine and the center of Earth decreased. So, the gravitational potential energy stored between the submarine and Earth decreased as the submarine dove toward the ocean floor. The answer is A.",
+    "13064": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "13066": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. Look at the distance each sailboat moved and the time it took to move that distance.\nOne sailboat moved 100 miles in 10 hours.\nThe other sailboat moved 50 miles in 10 hours.\nNotice that each sailboat spent the same amount of time moving. The sailboat that moved 100 miles moved a farther distance in that time. So, that sailboat must have moved at a higher speed. The answer is B.",
+    "13068": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince hospital is between the guide words helping - hunter, it would be found on that page. The answer is A.",
+    "13072": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is A.",
+    "13078": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. Look at the picture of the evening grosbeak.\nThe evening grosbeak has a short, thick beak. Its beak is adapted to crack hard seeds. The evening grosbeak uses its short, thick beak to press down on a seed and crack open its hard shell.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe hawfinch has a short, thick beak. Its beak is adapted to crack hard seeds.\nThe common swift has a long, thin beak. Its beak is not adapted to crack hard seeds. The common swift uses its beak to eat insects and other small invertebrates. The answer is B.",
+    "13086": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. The cucumber plant's genotype for the fruit sheen gene is FF. The cucumber plant's genotype of FF has only F allelles. The F allele is for dull fruit. So, the cucumber plant's phenotype for the fruit sheen trait must be dull fruit.\nTo check this answer, consider whether the cucumber plant's alleles are dominant or recessive. The allele for dull fruit (F) is dominant over the allele for glossy fruit (f). This means F is a dominant allele, and f is a recessive allele.\nThe cucumber plant's genotype of FF has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the cucumber plant's phenotype for the fruit sheen trait must be dull fruit. The answer is A.",
+    "13087": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nRicher than the king is an exaggeration, since it is not possible to be richer than the king. The answer is A.",
+    "13093": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA bumpy object is covered in lumps and bumps. All three objects are bumpy.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The tree bark and the rock are not shiny.\nA bouncy object will bounce back from the floor if you drop it. None of the objects are bouncy.\nThe property that all three objects have in common is bumpy. The answer is C.",
+    "13102": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "13110": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nThe best day of my life ironically suggests that Mr. Bartlett was having a bad day. He was having the opposite of a good day because his car broke down when he needed to be on time. The answer is A.",
+    "13114": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "13122": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is B.",
+    "13125": "Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy, carbon dioxide, and water to produce sugars and oxygen.\nPhotosynthetic organisms also often have the following characteristics:\nThey are producers, which are organisms that make their own food inside their cells. Because producers make their own food, they typically do not eat other organisms.\nTheir cells contain chloroplasts, which are cell structures where photosynthesis occurs.\nTheir chloroplasts often contain a green substance called chlorophyll. Chlorophyll captures light energy from the Sun to power photosynthesis.\nThey use the sugars they produce during photosynthesis as food. This food provides energy that helps the organisms live, grow, and reproduce. This organism is photosynthetic:\nThe text tells you that poison oak shrubs have chloroplasts in their cells. Chloroplasts contain chlorophyll, which is green. This suggests that poison oak shrubs' cells are green.\nPoison oak shrubs also produce an oil that can give people an itchy rash if they touch the leaves. As the oil is not photosynthetic, poison oak shrubs are photosynthetic.\nThis organism is not photosynthetic:\nThe text does not provide evidence that the poison dart frog is photosynthetic. The answer is A.",
+    "13128": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Reggie is not looking for a job, because he has moved back in with his parents. However, even though Reggie is living with his parents, that doesn't necessarily mean that he isn't looking for a job. This illustrates a type of logical fallacy known as a hasty generalization. The answer is B.",
+    "13133": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Arrived at the beach is a complete sentence. The subject is you, and the verb is arrived. The answer is A.",
+    "13145": "Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.\nOther animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. A wolf spider is an insect. Like other insects, a wolf spider does not have a backbone. It has a hard outer cover.\nA Tasmanian devil is a mammal. Like other mammals, a Tasmanian devil has a backbone. The answer is A.",
+    "13147": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. Look at the distance each bus moved and the time it took to move that distance.\nOne bus moved 825 kilometers in 10 hours.\nThe other bus moved 460 kilometers in 10 hours.\nNotice that each bus spent the same amount of time moving. The bus that moved 825 kilometers moved a farther distance in that time. So, that bus must have moved at a higher speed. The answer is A.",
+    "13162": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is B.",
+    "13164": "Look at the text in bold below. It tells you when a giant tortoise might sleep for weeks at a time.\nAnd when there is little water, giant tortoises might sleep for weeks at a time. This helps them save energy. Giant tortoises can live up to a year without food or water if they have to! The answer is A.",
+    "13166": "Salem is the capital of Oregon. The answer is C.",
+    "13180": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses a pun, a word or phrase that humorously suggests more than one meaning.\nHurdle refers to an obstacle that one must overcome. It also refers to an object that a runner jumps over. The answer is A.",
+    "13184": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism big-boned suggests that Erik is overweight. The answer is A.",
+    "13197": "This country is the Dominican Republic.\nWhy does the Dominican Republic share its island with another country?\nThe Dominican Republic and Haiti share the island of Hispaniola. It is home to the earliest European settlements in the Americas. Christopher Columbus founded the first European settlement on the island in 1492 during his first voyage across the Atlantic.\nThough many people lived on the island before Columbus's arrival, European countries quickly began to colonize the island. Eventually France and Spain both established colonies. The Spanish colony eventually became the country of the Dominican Republic, and the French colony eventually became the country of Haiti. Today, people in the two countries speak different languages and have many cultural differences. The answer is D.",
+    "13199": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. An American bullfrog is an amphibian. It has moist skin and begins its life in water.\nFrogs live near water or in damp places. Most frogs lay their eggs in water.\nA sea otter is a mammal. It has fur and feeds its young milk.\nSea otters have very thick fur. Their fur keeps them warm in cold water.\nA piranha is a fish. It lives underwater. It has fins, not limbs.\nPiranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal.\nAn olive toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole. The answer is A.",
+    "13202": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. Look at the picture of the Allen's hummingbird.\nThe Allen's hummingbird has a long, thin beak. Its beak is adapted to get nectar out of long flowers. The Allen's hummingbird's long, thin beak can reach deep into the flowers.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe green violetear has a long, thin beak. Its beak is adapted to get nectar out of long flowers.\nThe secretary bird has a short, thick beak. Its beak is not adapted to get nectar out of long flowers. The secretary bird uses its beak to eat snakes. The answer is A.",
+    "13204": "The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:\nAt a divergent boundary, two plates are moving away from each other.\nAt a transform boundary, two plates are sliding past each other.\nAt a convergent boundary, two plates are moving toward each other.\nocean-continent subduction zone\nOne type of convergent boundary is an ocean-continent subduction zone, which forms when a plate with oceanic crust and a plate with continental crust move toward each other. The oceanic crust subducts, or sinks, below the continental crust.\nAs the oceanic crust subducts, a deep-sea trench forms at the plate boundary. Some rock in the subducting plate melts into magma and rises toward the surface. The magma cools and hardens to create a string of volcanoes called a volcanic arc. To figure out what type of plate boundary formed the Cascade Range, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.\nThe Cascade Range is a volcanic arc in the Pacific Northwest that begins in California and runs north into British Columbia. As the North American Plate and the Juan de Fuca Plate move toward each other, oceanic crust of the Juan de Fuca Plate subducts, or sinks, below continental crust of the North American Plate.\nThere are eighteen volcanoes in the Cascade Range, and some of them are still active. Mount St. Helens is an active volcano near Seattle, Washington. It last erupted in May of 1980.\nThe underlined part of the passage explains that the Cascade Range formed as the two plates moved toward each other. So, the Cascade Range formed at a convergent boundary. The answer is C.",
+    "13210": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nGetting a haircut is a physical change. Your hair is shorter after a haircut. But it is still made of the same type of matter.\nSawing a log in half is a physical change. The log gets shorter, but it is still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C.",
+    "13215": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the vervet monkey.\nThe vervet monkey has long fingers and toes. It is adapted for climbing trees. The vervet monkey uses its long fingers and toes to hold on to branches while climbing.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bare-eared squirrel monkey has long fingers and toes. It is adapted for climbing trees.\nThe lama has four hoofed feet. It is not adapted for climbing trees. The lama uses its feet to walk and run. The answer is B.",
+    "13219": "Boise is the capital of Idaho. The answer is B.",
+    "13227": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion an albatross around her neck is a poem.\nIn Samuel Taylor Coleridge's poem \"The Rime of the Ancient Mariner,\" a sailor shoots and kills an albatross, an action that curses the ship and crew. As his crew members die, the Ancient Mariner feels his guilt hanging like the albatross around his neck.\nThe allusion an albatross around her neck means a burden a person must bear. The answer is A.",
+    "13230": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses a pun, a word or phrase that humorously suggests more than one meaning.\nImpossible to put down means that the book is so good that it is hard to stop reading. The phrase impossible to put down is also a joke about anti-gravity: if gravity pulls things down, perhaps anti-gravity does the opposite and makes them impossible to put down. The answer is B.",
+    "13236": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince called is between the guide words chief - corral, it would be found on that page. The answer is A.",
+    "13247": "Charleston is the capital of West Virginia. The answer is C.",
+    "13251": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A red-spotted newt is an amphibian. It has moist skin and begins its life in water.\nA human is a mammal. It has hair and feeds its young milk. The answer is A.",
+    "13252": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.\nMatthew makes toast for breakfast, or he eats a banana later at school. The answer is B.",
+    "13253": "This country is Grenada. The answer is A.",
+    "13258": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, measure. The verb tells you about something that is going to happen. The answer is B.",
+    "13263": "Helena is the capital of Montana. The answer is C.",
+    "13268": "Arianna wanted broccoli in her lunch and Sidney was hoping for tomatoes. Look at the labeled part of the images.\nArianna has tomatoes. Sidney has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is B.",
+    "13271": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the Amazon rain forest has year-round rain. It also has many different types of organisms. The answer is B.",
+    "13280": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nWhile at the park today, Kyle noticed that the wind was coming from the southwest.\nThis passage tells you about the wind direction at the park today. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B.",
+    "13285": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A whiptail lizard is a reptile. Like other reptiles, a whiptail lizard is a vertebrate. It has a backbone.\nA peacock butterfly is an insect. Like other insects, a peacock butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA white-spotted octopus is a mollusk. Like other mollusks, a white-spotted octopus is an invertebrate. It does not have a backbone. It has a soft body.\nA locust is an insect. Like other insects, a locust is an invertebrate. It does not have a backbone. It has an exoskeleton. The answer is C.",
+    "13293": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Charlie sat down on the rickety old chair, it abruptly collapsed beneath him. The answer is B.",
+    "13309": "Dustin wanted broccoli in his lunch and Irma was hoping for tomatoes. Look at the labeled part of the images.\nDustin has tomatoes. Irma has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is A.",
+    "13311": "The map shows that the Thirteen Colonies traded with West Africa, the West Indies, and Great Britain.\nWest Africa traded goods with the West Indies and Great Britain.\nThe West Indies traded goods with Great Britain and the Thirteen Colonies.\nGreat Britain traded goods with the Thirteen Colonies and West Africa. The triangular trade involved trading goods with two other places. The pattern is shown in the map. The answer is B.",
+    "13312": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince jaw is between the guide words jerk - junk, it would be found on that page. The answer is B.",
+    "13319": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A Canada lynx's scientific name is Lynx canadensis.\nLynx canadensis has the same scientific name as a Canada lynx. So, these organisms are in the same species.\nMacropus agilis does not have the same scientific name as a Canada lynx. So, Lynx canadensis and Macropus agilis are not in the same species.\nLynx canadensis is in the same genus as Lynx rufus, but they are not in the same species.\nOrganisms in the same species have the same scientific names. Lynx canadensis and Lynx rufus are different species within the same genus. The answer is C.",
+    "13344": "The answer is B.",
+    "13348": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony. The answer is A.",
+    "13354": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses terribly in its traditional sense: in a terrible manner.\nHeather was terribly late to work this morning because her car broke down on the freeway.\nThe second text uses terribly in its nontraditional sense: very; extremely.\nHeather's car was running terribly before she took it to the mechanic for a tune-up.\nMost style guides recommend to use the traditional sense of the word terribly because it is considered more standard. The answer is A.",
+    "13356": "Look at the table and images.\nElise wants broccoli. Nolan wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is B.",
+    "13388": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses unique in its traditional sense: being the only one of its kind.\nWarren custom ordered his unique coffee table from a master craftsman in Oak Grove.\nThe second text uses unique in its nontraditional sense: interesting or unusual. Warren's coffee table is an interesting style, but it was made in a factory and is probably not actually one of a kind.\nWarren bought his unique coffee table from a factory outlet store in Oak Grove.\nMost style guides recommend to use the traditional sense of the word unique because it is considered more standard. The answer is A.",
+    "13392": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is B.",
+    "13393": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Humans do not choose their natural hair color. Instead, children get their natural hair color from their parents. So, Anna's hair color is an inherited trait. The answer is B.",
+    "13394": "Nina wanted broccoli in her lunch and Ivan was hoping for tomatoes. Look at the labeled part of the images.\nNina has tomatoes. Ivan has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is C.",
+    "13397": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a warm loaf of bread is 65\u00b0C.\n65\u00b0F is too cold. The answer is B.",
+    "13408": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that California avocados are the best tasting, because they are grown in California. However, the fact that California avocados are grown in California is not necessarily true. This illustrates a type of logical fallacy known as circular reasoning. The answer is C.",
+    "13413": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA colorful object has one or more bright colors. The flimsy flip-flops are colorful.\nA sticky object can attach or stick to other things. The flimsy flip-flops are not sticky. The answer is A.",
+    "13420": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. You can tell whether lithium bromide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for lithium bromide, LiBr, contains two atomic symbols: Li for lithium and Br for bromine. So, the formula tells you that lithium bromide is composed of two chemical elements bonded together.\nSince lithium bromide is composed of multiple chemical elements bonded together, lithium bromide is a compound. The answer is A.",
+    "13424": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. An eraser is a solid. You can easily break an eraser into pieces. But each piece will still have a size and shape of its own.\nCoffee is a liquid. A liquid takes the shape of any container it is in. If you pour coffee into a different container, the coffee will take the shape of that container. But the coffee will still take up the same amount of space.\nThe air inside a bubble is a gas. A gas expands to fill a space. The air inside a bubble fills all the space in the bubble. If the bubble pops, the air will expand to fill a much larger space.\nThe air inside a tire is a gas. A gas expands to fill a space. The air inside a tire expands to fill all the space inside the tire. If air leaks out, it will expand into the space around the tire. The answer is B.",
+    "13434": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "13437": "Poets often use the sounds of words to create interesting effects and to express moods and emotions. Understanding these elements of poetry can help you better interpret and appreciate poetic forms.\nAnaphora is the repetition of words or sequences of words at the beginning of multiple phrases, sentences, or lines.\nOut of the cradle endlessly rocking,\nOut of the mocking-bird's throat, the musical shuttle,\nOut of the Ninth-month midnight\n\u2014From Walt Whitman, \"Out of the Cradle Endlessly Rocking\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nAssonance is the repetition of vowel sounds. Often, assonance can create rhymes or near-rhymes within lines.\nI wandered lonely as a Cloud\nThat floats on high o'er Vales and Hills,\nWhen all at once I saw a crowd,\nA host of golden Daffodils.\n\u2014From William Wordsworth, \"I Wandered Lonely as a Cloud\"\nMeter is a poem's rhythm, or the pattern of strong and weak syllables. Strong syllables are stressed, while weak syllables are unstressed.\nA poem has an iambic meter when the beat sounds like da-DUM. A weak syllable is followed by a strong syllable. Occasionally, a line may begin with a strong syllable.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nA poem has a trochaic meter when the beat sounds like DUM-da. A strong syllable is followed by a weak syllable. Occasionally, a line may end in a strong syllable.\nBack into the chamber turning, all my soul within me burning,\nSoon again I heard a tapping somewhat louder than before.\n\u2014From Edgar Allen Poe, \"The Raven\"\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Old Bridge\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern. This poem uses onomatopoeia. It uses language that sounds like what it talks about.\nI heard a Fly buzz\u2014when I died\u2014\nThe Stillness in the Room\nWas like the Stillness in the Air\u2014\nBetween the Heaves of Storm\u2014 The answer is A.",
+    "13441": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.\nChurchill repeats the word victory at the beginning of each phrase. The answer is A.",
+    "13443": "Olympia is the capital of Washington. The answer is C.",
+    "13446": "The colony is Maryland. The answer is C.",
+    "13456": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Tongue Point Marine Life Sanctuary have daily flooding and draining of seawater. They also have many different types of organisms. The answer is A.",
+    "13457": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "13458": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince sacred is between the guide words shoe - source, it would be found on that page. The answer is A.",
+    "13459": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n To determine if this statement is true, calculate the value of ten times the volume of Mercury.\nThen compare the result to the volume of Earth. The volume of Earth is 1.08 x 10^12 km^3, which is greater than 6.08 x 10^11 km^3. So, the volume of Earth is more than ten times the volume of Mercury. The answer is A.",
+    "13461": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Asia. The answer is C.",
+    "13463": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nPlacental mammals have the following traits:\nThey give birth to live offspring.\nThey have fur or hair.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA North American beaver has the following traits:\nIt gives birth to live offspring.\nIt has fur.\nA North American beaver has the traits of a placental mammal. A North American beaver is a placental mammal.\nA dwarf crocodile has the following traits:\nIt has scaly, waterproof skin.\nIt makes eggs with shells.\nA dwarf crocodile does not have all of the traits of a placental mammal. A dwarf crocodile is a reptile. The answer is B.",
+    "13469": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Darnel wants or needs:\nDarnel will spend more money. Plane tickets for Darnel to get to Connecticut are more expensive than tickets to Virginia. The answer is B.",
+    "13471": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Humans do not choose their skin color. Babies get their skin color from their parents. So, Devon's skin color is an inherited trait. The answer is B.",
+    "13475": "The answer is A.",
+    "13476": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude. The answer is A.",
+    "13480": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each bottle increased, which means that the thermal energy of each bottle increased. So, thermal energy was transferred from the surroundings to each bottle. The answer is A.",
+    "13484": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A painted stork is a bird. It has feathers, two wings, and a beak.\nStorks wade in shallow water to look for food. Storks eat fish, insects, worms, and other small animals.\nA human is a mammal. It has hair and feeds its young milk.\nHumans are a type of animal called a primate. Monkeys and apes are also primates. The answer is A.",
+    "13488": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Sugar has two alleles for a normal-sized body (B). So, Sugar's genotype for the body size gene is BB. The answer is A.",
+    "13489": "Columbus is the capital of Ohio. The answer is B.",
+    "13491": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is A.",
+    "13497": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A.",
+    "13500": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nPotato chips have a salty taste. The cracker is salty.\nA bendable object can be bent without breaking. The cracker is not bendable. The answer is A.",
+    "13503": "Montpelier is the capital of Vermont. The answer is A.",
+    "13507": "This country is Australia.\nIs Australia a country or a continent?\nBoth! Australia is a country in Oceania, a region made up of many lands and islands in the Pacific Ocean. Many people say that Australia is the world's smallest continent. But some people call Oceania a continent instead. The answer is B.",
+    "13510": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to sing the ABC song is 23 seconds.\n23 minutes is too slow. The answer is A.",
+    "13525": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nA change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. Water freezing into ice is a change of state. So, it is a physical change. The water changes from solid to liquid. But the ice is still made of the same type of matter as the liquid water. The answer is B.",
+    "13528": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Pablo sat down on the rickety old chair, it abruptly collapsed beneath him. The answer is B.",
+    "13539": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A book should be in italics.\nThe correct title is **Apple or Orange**. The answer is A.",
+    "13544": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the bull shark.\nThe bull shark has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat. The bull shark uses its teeth to cut up meat into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe barracuda has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat.\nThe copperband butterflyfish has a small, narrow mouth. Its mouth is not adapted for tearing through meat. The answer is B.",
+    "13547": "Read the passage.\nThis is a map of Earth. The map uses color to show parts of Earth that are covered by land and water. The map uses white to show large sheets of ice and snow called glaciers.\nThe map's legend, or information box, shows the feature that each color represents.\nThere are 10 major water masses on Earth. This map shows eight of them. The other two are the Arctic and the Antarctic. The legend shows the names of each water mass.\nLiqui water is water that is not frozen.\nGlacier ice is ice that forms on land. It forms when liquid water freezes and becomes solid.\nThis map has legend icons for water in oceans and water in clouds.\nWater in oceans is shown in shades of blue.\nWater in clouds is shown in shades of white.\nThe answer is B.",
+    "13551": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds. The words shut and rut rhyme. They both end with the ut sound.\nThe word mat does not rhyme. It ends with a different sound. The answer is A.",
+    "13552": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is B.",
+    "13571": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the kelp.There is one path matter can take from the kelp to the sea otter: kelp->sea urchin->sea otter. There is one path matter can take from the kelp to the bat star: kelp->sea urchin->sea otter->orca->bat star. zooplankton. The only arrow pointing to the zooplankton starts from the phytoplankton. No arrow points to the phytoplankton. So, in this food web, matter does not move from the kelp to the zooplankton.. phytoplankton. The only arrow pointing to the phytoplankton starts from the sun. The sun does not have any arrows pointing to it. So, in this food web, matter does not move from the kelp to the phytoplankton.. bat star. The only arrow pointing to the bat star starts from the orca. The only arrow pointing to the orca starts from the sea otter. The only arrow pointing to the sea otter starts from the sea urchin. The only arrow pointing to the sea urchin starts from the kelp. The answer is C.",
+    "13574": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is A.",
+    "13592": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A barn owl is a bird. It has feathers, two wings, and a beak.\nA clownfish is a fish. It lives underwater. It has fins, not limbs. The answer is B.",
+    "13599": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down. The answer is B.",
+    "13603": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "13605": "This country is The Bahamas. The answer is A.",
+    "13614": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles. The answer is A.",
+    "13621": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses abbreviated language (FYI).\nThe first sentence does not use abbreviated language, so it is more formal. The answer is A.",
+    "13640": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Humans do not choose their skin color. Babies get their skin color from their parents. So, Josh's skin color is an inherited trait. The answer is B.",
+    "13643": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA scratchy object is rough and itchy against your skin. The yarn pom pom is not scratchy.\nBlue is a color.\nThis color is blue. The yarn pom pom is blue. The answer is A.",
+    "13644": "The answer is A.",
+    "13652": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n An agile wallaby's scientific name is Macropus agilis. The first word of its scientific name is Macropus.\nLacerta agilis and Macropus agilis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Lacerta agilis and Macropus agilis have the same species name within their genus, agilis. But the first words of their scientific names are different. Lacerta agilis is in the genus Lacerta, and Macropus agilis is in the genus Macropus.\nIctinia mississippiensis is in the genus Ictinia. The first word of its scientific name is Ictinia. So, Ictinia mississippiensis and Macropus agilis are not in the same genus.\nThis organism and the agile wallaby are in the same genus and the same species! Both organisms have the same scientific name, Macropus agilis. The answer is B.",
+    "13666": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nNot exactly a team player is an indirect way of saying that someone doesn't work well with others. The answer is A.",
+    "13667": "Look at the table and images.\nKyle wants broccoli. Tony wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D.",
+    "13678": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses peruse in its traditional sense: to examine in detail.\nBrad perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.\nThe second text uses peruse in its nontraditional sense: to look through in a casual manner.\nBrad perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly.\nMost style guides recommend to use the traditional sense of the word peruse because it is considered more standard. The answer is A.",
+    "13687": "Sacramento is the capital of California. The answer is A.",
+    "13688": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "13695": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is A.",
+    "13696": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Hard is a property. A hard material keeps its shape when you press on it with your finger.\nLook at each picture, one at a time. Imagine pushing on the material shown in each picture.\nOf the choices, the glass bottle is harder. If you squeeze a glass bottle, it will not change shape. The answer is A.",
+    "13704": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "13715": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A black howler is a mammal. It has hair and feeds its young milk.\nHowler monkeys have loud calls, or howls. Their calls can be heard over three miles away!\nA zebra is a mammal. It has hair and feeds its young milk.\nZebras eat mostly grass. But they sometimes eat other types of plants, such as shrubs or tree bark.\nA barn owl is a bird. It has feathers, two wings, and a beak.\nBarn owls live on every continent except Antarctica.\nA gray tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches. The answer is D.",
+    "13726": "The answer is A.",
+    "13732": "Richmond is the capital of Virginia. The answer is C.",
+    "13736": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 5 solute particles on the left side of the membrane and 3 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There was 1 more solute particle on the right side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left. The answer is B.",
+    "13738": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B.",
+    "13741": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles. The answer is B.",
+    "13744": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nCartilaginous fish have the following traits:\nThey have fins, not limbs.\nThey live underwater.\nThey have a skeleton made of cartilage.\nThey make eggs with no shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA snowy owl has the following traits:\nIt has feathers.\nIt has wings.\nIt has a beak.\nIt makes eggs with shells.\nA snowy owl does not have all of the traits of a cartilaginous fish. A snowy owl is a bird.\nA tiger shark has the following traits:\nIt has fins, not limbs.\nIt lives underwater.\nIt has a skeleton made of cartilage.\nIt makes eggs with no shells.\nA tiger shark has the traits of a cartilaginous fish. A tiger shark is a cartilaginous fish. The answer is A.",
+    "13745": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A.",
+    "13746": "Boise is the capital of Idaho. The answer is D.",
+    "13752": "Raleigh is the capital of North Carolina. The answer is C.",
+    "13754": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is South America. The answer is C.",
+    "13756": "A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. To determine if there is a net force on the cat, look at the forces:\nEarth's gravity is pulling the cat down with a force of 40 N.\nThe bottom of the box is pushing the cat up with a force of 40 N.\nThe forces are in opposite directions, and the forces have the same magnitude: 40 N. This means that the forces are balanced, so there is no net force on the cat. The answer is B.",
+    "13758": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence tells about something, and it ends with a period. It is a declarative sentence. The answer is B.",
+    "13765": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Romeo is literature.\nIn William Shakespeare's Romeo and Juliet, Romeo is known for the eloquent declaration of love with which he woos Juliet.\nThe allusion Romeo means a man who is very romantic. The answer is A.",
+    "13767": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun her could refer to Jane's or Bella's.\nThe second answer choice shows a possible correction for the vague pronoun reference. Her has been replaced with Bella's.\nJane roomed with Bella last year, but Bella's messiness became a point of contention. The answer is A.",
+    "13777": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers. Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is younger:\nThe palm leaf fossil is in a shallower layer in the rock sequence than the fern fossil. So, the palm leaf fossil is most likely younger than the fern fossil. The answer is B.",
+    "13781": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Massachusetts is farthest south. The answer is B.",
+    "13784": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses overly simple or imprecise language (occurs, goes, in front of).\nThe first sentence uses more precise language, so it is more formal overall. The answer is B.",
+    "13795": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion by the skin of his teeth is the Bible.\nIn the Bible, Job complains to God about his hardships, saying that both strangers and those he loves have turned against him. He says, \"My bone cleaveth to my skin and to my flesh, and I am escaped with the skin of my teeth.\" Scholars have long debated the exact meaning of the phrase, but many claim that Job is saying that he narrowly escaped death.\nThe allusion by the skin of his teeth means just barely. The answer is A.",
+    "13807": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is A.",
+    "13811": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nA boy floated down the Obed River on a raft. It had rained the day before, so the river was flowing fast.\nThe underlined part of the passage tells you about the speed of the river. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B.",
+    "13814": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C.",
+    "13815": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Cyprinus carpio is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nCyprinus carpio is the organism's scientific name. So, you know that common carp is the common name. The answer is B.",
+    "13818": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The second sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction while.\nKevin prepared a receipt for the customer while Zack packaged her items for her. The answer is B.",
+    "13834": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas. Fruit punch is a liquid. A liquid takes the shape of any container it is in.\nIf you pour fruit punch into a cup, the punch will take the shape of the cup. But the punch will still take up the same amount of space. The answer is B.",
+    "13837": "The city is Cleveland, Ohio. Chicago, Omaha, and St. Louis are marked with gray circles on the map below. The answer is D.",
+    "13845": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "13856": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. All three marbles have the same mass but different temperatures. Since the 14\u00b0F marble is the coldest, it has the least thermal energy. The answer is C.",
+    "13858": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. The helium balloons, the stuffed dice, and the silk tie are not transparent.\nA soft object changes shape when pressed or squeezed. All four objects are soft.\nA smooth object is not scratchy or rough. The helium balloons and the stuffed dice are not smooth.\nThe property that all four objects have in common is soft. The answer is A.",
+    "13868": "Oklahoma City is the capital of Oklahoma. The answer is D.",
+    "13869": "This country is the Federated States of Micronesia. The answer is C.",
+    "13872": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. The two bricks have the same mass but different temperatures. Since the 260\u00b0F brick is hotter than the 235\u00b0F brick, it has more thermal energy. The answer is A.",
+    "13878": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A mandarinfish is a fish. It lives underwater. It has fins, not limbs.\nMandarinfish often live near coral reefs. They eat small worms, snails, and fish eggs.\nA helmeted iguana is a reptile. It has scaly, waterproof skin.\nIguanas are a type of lizard. Iguanas eat plants and fruit.\nA bald eagle is a bird. It has feathers, two wings, and a beak.\nBald eagles live in trees near water. They build nests that can be up to 13 feet wide!\nA koala is a mammal. It has fur and feeds its young milk.\nKoalas sleep for up to 20 hours a day! The answer is A.",
+    "13879": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince instead is between the guide words imagine - irrigation, it would be found on that page. The answer is A.",
+    "13886": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.\nAppeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\ninclude an endorsement from a respected organization, such as the American Dental Association\nfeature a testimonial from a \"real person\" who shares the audience's values\nuse an admired celebrity or athlete as a spokesperson\nAppeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\ncite results of clinical trials or independently conducted studies\nexplain the science behind a product or service\nemphasize that the product is a financially wise choice\nanticipate and refute potential counterclaims\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury The ad appeals to pathos, or emotion, by associating the product with feelings of adventure and independence. The answer is C.",
+    "13887": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince buck is not between the guide words being - blind, it would not be found on that page. The answer is A.",
+    "13896": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each battery decreased, which means that the thermal energy of each battery decreased. So, thermal energy was transferred from each battery to the surroundings. The answer is B.",
+    "13907": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether hydrogen peroxide is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of hydrogen peroxide is composed of two hydrogen atoms and two oxygen atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that hydrogen peroxide is composed of two chemical elements: hydrogen and oxygen. Since hydrogen peroxide is composed of multiple chemical elements bonded together, hydrogen peroxide is a compound. The answer is A.",
+    "13911": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. The child chews her food carefully is a complete sentence. The subject is the child, and the verb is chews. The answer is A.",
+    "13914": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA sticky object can attach or stick to other things. All three objects are sticky.\nYellow is a color.\nThis color is yellow. The caramel corn is yellow, but the bubble gum and the tape are not.\nA bouncy object will bounce back from the floor if you drop it. None of the objects are bouncy.\nThe property that all three objects have in common is sticky. The answer is C.",
+    "13932": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. The two cups of black tea have the same mass but different temperatures. Since the 115\u00b0F cup of black tea is colder than the 120\u00b0F cup of black tea, it has less thermal energy. The answer is B.",
+    "13945": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. To determine if this statement is true, calculate the value of three times the volume of Mercury.\nThen compare the result to the volume of Mars. The volume of Mars is 160 billion km^3, which is less than 180 billion km^3. So, the volume of Mars is less than three times as large as Mercury's. The answer is A.",
+    "13947": "Springfield is the capital of Illinois. The answer is A.",
+    "13949": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is C.",
+    "13950": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a city bus is 10 tons.\n10 ounces and 10 pounds are both too light. The answer is B.",
+    "13952": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between Edgar and the center of Earth changed.\nThe summit of the mountain was higher than the point where Edgar started hiking. As he hiked toward the summit, the distance between Edgar and the center of Earth increased. So, the gravitational potential energy stored between Edgar and Earth increased as he hiked toward the summit. The answer is B.",
+    "13953": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is E.",
+    "13960": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is A.",
+    "13961": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, manages. The verb ends in -s and tells you about something that is true or happening now. The answer is A.",
+    "13962": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "13968": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. An island culture different from our own is a sentence fragment. It is missing a subject. The answer is B.",
+    "13970": "Salt Lake City is the capital of Utah. The answer is D.",
+    "13971": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses factoid in its traditional sense: something made up presented as a true fact.\nThe Somerville Daily Mail was forced to issue a retraction after printing a factoid about Somerville's founder. It turned out that the reporter had written the article based on local legend rather than researching the actual history.\nThe second text uses factoid in its nontraditional sense: a trivial but true fact.\nA reporter for the Somerville Daily Mail dug up an amusing factoid about Somerville's founder while researching for an article about the town's early years.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard. The answer is B.",
+    "13972": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in past tense. You can tell because it uses a past-tense verb, slammed. The verb ends in -ed and tells you about something that has already happened. The answer is B.",
+    "13976": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A song should be in quotation marks.\nThe correct title is \"Ten Little Monkeys Jumping on a Bed.\" The answer is B.",
+    "13977": "Des Moines is the capital of Iowa. The answer is D.",
+    "13978": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine Minnie's phenotype for the fur texture trait. First, consider the alleles in Minnie's genotype for the fur texture gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for wavy fur (f) is recessive to the allele for straight fur (F). This means F is a dominant allele, and f is a recessive allele.\nMinnie's genotype of Ff has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Minnie's phenotype for the fur texture trait must be straight fur. The answer is B.",
+    "13985": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. The two mugs of cocoa have the same mass but different temperatures. Since the 30\u00b0C mug of cocoa is colder than the 65\u00b0C mug of cocoa, it has less thermal energy. The answer is A.",
+    "13988": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B.",
+    "13993": "The four Middle Colonies are dark blue on the map:\nDuring colonial times, Delaware was usually called the Three Lower Counties on the Delaware, or the Lower Counties for short.\nNew York claimed part of the land that would later become the state of Vermont. But New Hampshire, a New England colony, also claimed this area. The answer is C.",
+    "13995": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Atlanta, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Mar\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"Precipitation does not change much from month to month in Atlanta.\" is incorrect.\nThe average monthly precipitation changes only slightly throughout the year.\nChoice \"February is wetter than March.\" is incorrect.\nWetter months have a higher average precipitation than drier months. February has a slightly lower average monthly precipitation than March. So, February is not wetter than March.\nChoice \"October has the highest average precipitation.\" is incorrect.\nMost other months have a slightly higher average precipitation than October. The answer is C.",
+    "13998": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAn energetic puppy shows verbal irony because an old, exhausted dog is far from an energetic puppy. The answer is B.",
+    "13999": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince wrath is not between the guide words weary - wiggle, it would not be found on that page. The answer is B.",
+    "14005": "A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw. The first sentence states a fact.\nThe archaeological site of Troy is one of thirteen UNESCO World Heritage sites in Turkey.\nIt can be proved by checking a list of UNESCO World Heritage sites in Turkey.\nThe second sentence states an opinion.\nThe archaeological site of Troy is Turkey's best UNESCO World Heritage site to visit.\nBest shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a site the best to visit. The answer is A.",
+    "14029": "Charleston is the capital of West Virginia. The answer is A.",
+    "14039": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses antithesis, the contrasting of opposing ideas within a parallel grammatical structure.\nJohnson contrasts two parallel phrases, the natural flights of the human mind and from hope to hope. The answer is B.",
+    "14040": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nVancouver Island is in on the west coast of Canada. Much of the island received heavy rain on November 28 last year.\nThe underlined part of the passage tells you about the amount of rain that fell on Vancouver Island on a specific day last year. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B.",
+    "14041": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction but.\nBabe Ruth hit 714 home runs during his baseball career but struck out 1,330 times. The answer is B.",
+    "14048": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is C.",
+    "14054": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the phrase lounged in. It describes the rusted old cars as if they were people who were relaxing. The answer is A.",
+    "14060": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Human hair can be naturally straight or naturally curly. Straight and curly are examples of hair texture.\nSome people use tools to change how their hair looks. But this doesn't affect the natural texture of their hair. So, having naturally straight hair is an inherited trait. The answer is A.",
+    "14064": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Beth wants or needs:\nBeth will give up the chance to go on the screaming swing. She would have had more fun on that ride. The answer is B.",
+    "14072": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that of the eight planets, two are made mainly of gas and two are made mainly of ice. So, four of the eight, or half, of the planets are made mainly of gas or ice. The answer is B.",
+    "14073": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A yellow jacket is an insect. Like other insects, a yellow jacket is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA harvest mouse is a mammal. Like other mammals, a harvest mouse is a vertebrate. It has a backbone.\nLike other spiders, a black orb weaver spider is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA dung beetle is an insect. Like other insects, a dung beetle is an invertebrate. It does not have a backbone. It has an exoskeleton. The answer is C.",
+    "14086": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. The answer is A.",
+    "14087": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "14094": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, melts. The verb ends in -s and tells you about something that is true or happening now. The answer is C.",
+    "14096": "Rob wanted broccoli in his lunch and Carrie was hoping for tomatoes. Look at the labeled part of the images.\nRob has tomatoes. Carrie has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is A.",
+    "14098": "Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.\nScientists use both ball-and-stick models and chemical formulas to represent molecules.\nA ball-and-stick model of a molecule is shown below.\nThe balls represent atoms. The sticks represent the chemical bonds between the atoms.\nNotice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.\nEvery chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.\nThe molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.\nThe chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.\nIn chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.\nThe symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance. P is the symbol for phosphorus. Cl is the symbol for chlorine. This ball-and-stick model shows a molecule with one phosphorus atom and three chlorine atoms.\nThe chemical formula will contain the symbols P and Cl. There is one phosphorus atom, so P will not have a subscript. There are three chlorine atoms, so Cl will have a subscript of 3.\nThe correct formula is PCl5.\nThe diagram below shows how each part of the chemical formula matches with each part of the model above. The answer is B.",
+    "14103": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. On that winter morning, Luna's hands were as cold as ice.\nThe words hands and ice are compared using the word as. So, the sentence uses a simile. The answer is B.",
+    "14106": "To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.\nThe map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25\u00b0C up to -20\u00b0C. Areas that are the next darkest shade of blue have a temperature from -20\u00b0C up to -15\u00b0C. Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.\nThe legend tells you that this air mass contained air with temperatures between 25\u00b0C and 35\u00b0C.\n30\u00b0C is within this range.\n10\u00b0C and 14\u00b0C are outside of this range. The answer is A.",
+    "14108": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince identify is between the guide words image - indicate, it would be found on that page. The answer is A.",
+    "14112": "Juneau is the capital of Alaska. The answer is A.",
+    "14117": "Pierre is the capital of South Dakota. The answer is C.",
+    "14124": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.\nSusan is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. The answer is D.",
+    "14125": "Boise is the capital of Idaho. The answer is C.",
+    "14132": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas. The air inside a bubble is a gas. A gas expands to fill a space.\nThe air inside a bubble fills all the space in the bubble. If the bubble pops, the air will expand to fill a much larger space. The answer is B.",
+    "14136": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A California toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA Hermann's tortoise is a reptile. It has scaly, waterproof skin.\nA tortoise's shell protects it from predators. When a tortoise feels threatened, it can pull its head and legs inside its shell. The answer is B.",
+    "14139": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince presence is between the guide words pen - popular, it would be found on that page. The answer is B.",
+    "14145": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A giraffe is a mammal. It has hair and feeds its young milk.\nGiraffes eat mostly leaves that are too high up for other animals to reach.\nA manta ray is a fish. It lives underwater. It has fins, not limbs.\nManta rays are large fish. They can weigh over 2,000 pounds. The answer is A.",
+    "14146": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. The glass bottle is transparent, but the gold nugget and the velcro are not.\nA fuzzy object is covered in soft hair. The gold nugget and the velcro are not fuzzy.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.\nThe property that all three objects have in common is shiny. The answer is A.",
+    "14156": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "14162": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that two out of the eight planets are made mainly of gas. So, one-fourth, or 25%, of the planets are made mainly of gas. The answer is B.",
+    "14165": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with black eyes or red eyes, consider whether each phenotype is the dominant or recessive allele's version of the eye color trait. The question tells you that the E allele, which is for red eyes, is dominant over the e allele, which is for black eyes.\nBlack eyes is the recessive allele's version of the eye color trait. A koi fish with the recessive version of the eye color trait must have only recessive alleles for the eye color gene. So, offspring with black eyes must have the genotype ee.\nThere are 0 boxes in the Punnett square with the genotype ee.\nRed eyes is the dominant allele's version of the eye color trait. A koi fish with the dominant version of the eye color trait must have at least one dominant allele for the eye color gene. So, offspring with red eyes must have the genotype EE or Ee.\nAll 4 boxes in the Punnett square have the genotype EE or Ee.\nSo, the expected ratio of offspring with black eyes to offspring with red eyes is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with black eyes. Instead, this cross is expected to always produce offspring with red eyes. The answer is B.",
+    "14167": "Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy, carbon dioxide, and water to produce sugars and oxygen.\nPhotosynthetic organisms also often have the following characteristics:\nThey are producers, which are organisms that make their own food inside their cells. Because producers make their own food, they typically do not eat other organisms.\nTheir cells contain chloroplasts, which are cell structures where photosynthesis occurs.\nTheir chloroplasts often contain a green substance called chlorophyll. Chlorophyll captures light energy from the Sun to power photosynthesis.\nThey use the sugars they produce during photosynthesis as food. This food provides energy that helps the organisms live, grow, and reproduce. This organism is photosynthetic:\nThe text tells you that air plants make their own food from carbon dioxide and water. This is evidence that the tillandisa tectorum is a photosynthetic organism.\nThis organism is not photosynthetic:\nThe text does not provide evidence that the komondor dog is photosynthetic. The answer is A.",
+    "14169": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Shangri-La is literature.\nIn James Hilton's 1933 novel Lost Horizon, Shangri-La is a paradise on earth, a mystical valley located in the Himalayan mountains.\nThe allusion Shangri-La means a secluded place of peace and happiness. The answer is B.",
+    "14172": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "14175": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is B.",
+    "14187": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence. The answer is B.",
+    "14191": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Isabelle wants or needs:\nIsabelle will give up the chance to be in the Photography Club. She would have had more fun in the Photography Club than in the Theater Club. The answer is A.",
+    "14192": "This country is Fiji. The answer is A.",
+    "14203": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C.",
+    "14204": "Some words are alike. They go together in a group.\nRed, blue, and green go together. They are colors.\nMom, dad, grandma, and grandpa go together. They are people in a family. Saw, hammer, and shovel go together. They are tools. Window is not a tool, so it is not like the other words. The answer is C.",
+    "14205": "A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping. The first sentence states a fact.\n\"Shooting stars\" are really bits of rock and dust burning up in Earth's atmosphere.\nIt can be proved by reading a book about astronomy.\nThe second sentence states an opinion.\nCamping in the woods is the best way to see shooting stars.\nBest shows what a person believes, thinks, or feels. Another person might have a different opinion about the best way to see shooting stars. The answer is A.",
+    "14206": "Cheyenne is the capital of Wyoming. The answer is D.",
+    "14210": "The city is Pittsburgh, Pennsylvania. New York City, Boston, and Baltimore are marked with gray circles on the map below. The answer is A.",
+    "14212": "Sally wanted broccoli in her lunch and Chloe was hoping for tomatoes. Look at the labeled part of the images.\nSally has tomatoes. Chloe has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is D.",
+    "14219": "Carson City is the capital of Nevada. The answer is A.",
+    "14224": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nIstanbul is on the coast of Turkey, where nighttime temperatures average between 60\u00b0F and 70\u00b0F each year during June, July, and August.\nThe underlined part of the passage tells you about the usual temperature pattern in Istanbul. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B.",
+    "14233": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Ms. McConnell is capitalized because it is a proper noun. The answer is B.",
+    "14245": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A marbled salamander's scientific name is Ambystoma opacum.\nAmbystoma opacum has the same scientific name as a marbled salamander. So, these organisms are in the same species.\nTaricha torosa does not have the same scientific name as a marbled salamander. So, Ambystoma opacum and Taricha torosa are not in the same species.\nLissotriton helveticus does not have the same scientific name as a marbled salamander. So, Ambystoma opacum and Lissotriton helveticus are not in the same species. The answer is C.",
+    "14246": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. The neighbor's loud music was a blaring fire alarm.\nThe words music and fire alarm are compared without the word like or as. So, the sentence uses a metaphor. The answer is B.",
+    "14254": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A gray wolf is a mammal. It has fur and feeds its young milk.\nWolves often live in family groups. A wolf mother, father, and their children travel together.\nA red-spotted newt is an amphibian. It has moist skin and begins its life in water.\nSome newts live in water. Other newts live on land but lay their eggs in water.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years.\nA human is a mammal. It has hair and feeds its young milk.\nHumans are a type of animal called a primate. Monkeys and apes are also primates. The answer is B.",
+    "14255": "Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. To decide whether walking a dog is a good or a service, ask these questions:\nIs walking a dog something you can touch? No.\nIs walking a dog a job you might pay someone else to do? Yes.\nSo, walking a dog is a service. The answer is A.",
+    "14268": "A fact is something that can be proved by research or observation.\nNapoleon Bonaparte was shorter than King Louis XVI.\nThe statement above is a fact. The statement can be proved by researching the height of each man and comparing them.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.\nNapoleon Bonaparte was a better leader than King Louis XVI.\nThe statement above is an opinion. People can have different ideas about what makes someone a \"better\" leader, so the statement cannot be proved. The second sentence states a fact.\nRace car driver Mario Andretti won the Daytona 500, Indy 500, and Formula One titles during his career.\nIt can be proved by reading a biography of Mario Andretti.\nThe first sentence states an opinion.\nMario Andretti, the only person named Driver of the Year in three different decades, is a great role model for young people interested in auto racing.\nGreat shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a great role model. The answer is A.",
+    "14270": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is B.",
+    "14272": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. Large cocoa crops will probably mean that there is more cocoa available. So, the supply of chocolate bars is likely to go up. The answer is A.",
+    "14275": "Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. A chuckle has a more positive connotation. A chuckle is a soft, gentle laugh. The answer is A.",
+    "14279": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a tennis racket is 26 inches.\n26 feet, 26 yards, and 26 miles are all too long. The answer is B.",
+    "14299": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Humans are not born knowing how to drive a car. Instead, many people learn how to drive when they are older. So, driving is an acquired trait. The answer is B.",
+    "14304": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. This sentence uses a metaphor:\nThe bare tree's branches were sharp needles.\nThe words branches and needles are compared without the word like or as.\nThis sentence uses a simile:\nThe bare tree's branches were as sharp as needles.\nThe words branches and needles are compared using the word as. The answer is A.",
+    "14308": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A box turtle is a reptile. It has scaly, waterproof skin.\nBox turtles can live to be over 100 years old!\nA koala is a mammal. It has fur and feeds its young milk.\nKoalas sleep for up to 20 hours a day! The answer is B.",
+    "14318": "Concord is the capital of New Hampshire. The answer is C.",
+    "14324": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBreaking a ceramic plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter.\nMixing chocolate syrup into milk is a physical change. The chocolate syrup and milk make a mixture. Making a mixture does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D.",
+    "14327": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. The cucumber plant's genotype for the fruit texture gene is FF. The cucumber plant's genotype of FF has only F allelles. The F allele is for bumpy fruit. So, the cucumber plant's phenotype for the fruit texture trait must be bumpy fruit.\nTo check this answer, consider whether the cucumber plant's alleles are dominant or recessive. The allele for smooth fruit (f) is recessive to the allele for bumpy fruit (F). This means F is a dominant allele, and f is a recessive allele.\nThe cucumber plant's genotype of FF has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the cucumber plant's phenotype for the fruit texture trait must be bumpy fruit. The answer is A.",
+    "14332": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to play golf. Instead, some people learn how to play golf. Playing the sport takes practice. So, playing golf is an acquired trait. The answer is B.",
+    "14341": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA shiny object reflects a lot of light. The trombone is shiny.\nBlue is a color.\nThis color is blue. The trombone is not blue. The answer is B.",
+    "14342": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A macaw is a bird. Like other birds, a macaw is a vertebrate. It has a backbone.\nA piranha is a fish. Like other fish, a piranha is a vertebrate. It has a backbone.\nAn atlas moth is an insect. Like other insects, an atlas moth is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA dyeing dart frog is an amphibian. Like other amphibians, a dyeing dart frog is a vertebrate. It has a backbone. The answer is A.",
+    "14348": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2. The answer is B.",
+    "14349": "Sacramento is the capital of California. The answer is C.",
+    "14355": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. You can tell whether platinum is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for platinum is Pt. This formula contains one symbol: Pt. So, the formula tells you that platinum is made of one chemical element.\nSubstances made of only one chemical element are elementary substances. So, platinum is an elementary substance. The answer is A.",
+    "14356": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nWinds are called offshore when they blow from land to water. The winds in southern Nicaragua blow offshore over 300 days per year. Most people prefer to surf on days when the winds are offshore.\nThe underlined part of the passage tells you about the usual wind patterns in southern Nicaragua. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A.",
+    "14368": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that the Alexanders' opinion on eating pizza is invalid because their house is messy. This is a personal attack that isn't relevant to whether the argument is valid. This illustrates a type of logical fallacy known as ad hominem. The answer is B.",
+    "14369": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?\nThe number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.\nThere are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.\nThere are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. The better estimate for the length of a tennis racket is 21 inches.\n21 feet is too long. The answer is A.",
+    "14373": "Augusta is the capital of Maine. The answer is A.",
+    "14375": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism golden years indicates that Mr. Randolph is old. Golden years is a nicer way of referring to old age. The answer is A.",
+    "14376": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to sing the ABC song is 28 seconds.\n28 hours is too slow. The answer is B.",
+    "14386": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Humans do not choose their skin color. Babies get their skin color from their parents. So, Diana's skin color is an inherited trait. The answer is B.",
+    "14387": "Des Moines is the capital of Iowa. The answer is C.",
+    "14399": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A.",
+    "14403": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun them could refer to the new employees or their intake forms.\nThe first answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the forms.\nMr. Russo wanted the new employees to fill out their intake forms, but he couldn't find the forms. The answer is B.",
+    "14405": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. The rose plant's genotype for the growth pattern gene is gg. The rose plant's genotype of gg has only g alleles. The g allele is for bush growth. So, the rose plant's phenotype for the growth pattern trait must be bush growth.\nTo check this answer, consider whether the rose plant's alleles are dominant or recessive. The allele for bush growth (g) is recessive to the allele for climbing growth (G). This means G is a dominant allele, and g is a recessive allele.\nThe rose plant's genotype of gg has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the rose plant's phenotype for the growth pattern trait must be bush growth. The answer is A.",
+    "14406": "Indianapolis is the capital of Indiana. The answer is D.",
+    "14407": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A mandarinfish is a fish. It lives underwater. It has fins, not limbs.\nMandarinfish often live near coral reefs. They eat small worms, snails, and fish eggs.\nA water buffalo is a mammal. It has hair and feeds its young milk.\nWater buffaloes live in Asia. Some people raise water buffaloes for their milk.\nA red-headed poison frog is an amphibian. It has moist skin and begins its life in water.\nPoison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous.\nA green iguana is a reptile. It has scaly, waterproof skin.\nIguanas are a type of lizard. Iguanas eat plants and fruit. The answer is A.",
+    "14417": "All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. A roller skate is not a living thing.\nA roller skate does not have all the traits of a living thing. It can move, but it does not grow or respond to the world around it. It does not need food or water.\nA cave is not a living thing.\nA cave may have animals or plants living inside. But a cave does not have all the traits of a living thing. A cave does not need food or water.\nThe Great Sphinx of Giza is not a living thing.\nThe Great Sphinx of Giza is a statue. Statues do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nKelp is a living thing.\nKelp grows and responds to its environment. It needs food and water. Kelp is made up of many cells.\nKelp is a plant. It uses water, carbon dioxide, and energy from sunlight to grow. The answer is C.",
+    "14420": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, make. The verb tells you about something that is going to happen. The answer is C.",
+    "14421": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence. The answer is C.",
+    "14424": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The second announcement is more formal. It uses more elevated language (pleased to announce). The other announcement sounds more conversational (so happy). The answer is A.",
+    "14426": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A bobcat's scientific name is Lynx rufus. The first word of its scientific name is Lynx.\nPython molurus is in the genus Python. The first word of its scientific name is Python. So, Python molurus and Lynx rufus are not in the same genus.\nLynx rufus and Lynx canadensis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Lynx rufus and Lynx canadensis have the same species name within their genus, canadensis. But the first words of their scientific names are different. Lynx rufus is in the genus Lynx, and Lynx canadensis is in the genus Lynx.\nMacropus rufus and Lynx rufus are not in the same genus.\nThese organisms are not in the same genus, or group. The first words of their scientific names are different. Macropus rufus is in the genus Macropus, and Lynx rufus is in the genus Lynx. The answer is A.",
+    "14428": "A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers. The police department is in row B. The answer is B.",
+    "14438": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A wetland is a type of ecosystem. Wetlands have the following features: land that is covered in water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, Everglades National Park has land that is covered in water during most of the year. It also has other water ecosystems nearby. The answer is A.",
+    "14440": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is B.",
+    "14442": "Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.\nSedimentary rock is formed when layers of sediment are pressed together to make rock. This type of change occurs below Earth's surface.\nMetamorphic rock is formed when a rock is changed by heating and squeezing. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties. Shale is a sedimentary rock. Like other sedimentary rocks, it forms from layers of sediment.\nSediments are small pieces of rock, minerals, or organic matter. Sediments can be deposited in layers on the ground or in water. Over time, the top layers press down on the bottom layers. Sedimentary rock forms when the bottom layers are pressed together to form rock. The answer is A.",
+    "14444": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism big-boned suggests that Sam is overweight. The answer is A.",
+    "14456": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for rhenium contains one symbol: Re. So, rhenium is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, rhenium is an elementary substance. The chemical formula for hydrogen peroxide contains two symbols: H for hydrogen and O for oxygen. So, hydrogen peroxide is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, hydrogen peroxide is a compound, not an elementary substance. The chemical formula for bromomethane contains three symbols: C for carbon, H for hydrogen, and Br for bromine. So, bromomethane is made of three chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, bromomethane is a compound, not an elementary substance. The answer is C.",
+    "14462": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 6 solute particles on the left side of the membrane and 4 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 5 solute particles on each side of the membrane. There was 1 more solute particle on the right side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left. The answer is B.",
+    "14467": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B.",
+    "14482": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nDes Moines has cold winters and warm summers.\nThis passage tells you about the usual temperature pattern in Des Moines. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B.",
+    "14484": "Springfield is the capital of Illinois. The answer is C.",
+    "14489": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Bradypus variegatus is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nBradypus variegatus is the organism's scientific name. So, you know that brown-throated sloth is the common name. The answer is B.",
+    "14492": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A.",
+    "14498": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Maggie's work is low quality because her friend Billy's work is low quality. However, the work of Billy does not necessarily reflect the quality of Maggie's work. This illustrates a type of logical fallacy known as guilt by association. The answer is C.",
+    "14502": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses apostrophe, a direct address to an absent person or a nonhuman entity.\nDeath is not proud is a direct address to death, a nonhuman entity. The answer is B.",
+    "14504": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA stretchy object gets longer when you pull on it. Both objects are stretchy.\nA lemon has a sour taste. The rubber toy is not sour.\nThe property that both objects have in common is stretchy. The answer is B.",
+    "14505": "When a scientist identifies a new organism, he or she chooses its scientific name.\nSometimes, an organism is named after the place where it was first found. Other times, an organism is named after the scientist who first identified it. Or, the scientific name might describe the organism's physical traits.\nMany of the words that make up scientific names are based on words from old languages, like Latin and classical Greek. Sometimes, English words are changed to make them sound more like Latin or Greek. The new words are then used in an organism's scientific name. This organism's scientific name refers to David Bowie.\nThe word davidbowie refers to David Bowie. So, this huntsman spider's scientific name is Heteropoda davidbowie. The answer is A.",
+    "14506": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked. The text uses an allusion, a brief reference to someone or something well known.\nThe allusion the Midas touch suggests that Cody is successful at all that he does. In Greek mythology, King Midas has the power to turn anything he touches into gold, easily creating value from nothing. The answer is B.",
+    "14507": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with a yellow ground spot or a white ground spot, consider whether each phenotype is the dominant or recessive allele's version of the ground spot color trait. The question tells you that the g allele, which is for a white ground spot, is recessive to the G allele, which is for a yellow ground spot.\nA yellow ground spot is the dominant allele's version of the ground spot color trait. A watermelon plant with the dominant version of the ground spot color trait must have at least one dominant allele for the ground spot color gene. So, offspring with a yellow ground spot must have the genotype GG or Gg.\nAll 4 boxes in the Punnett square have the genotype GG or Gg.\nA white ground spot is the recessive allele's version of the ground spot color trait. A watermelon plant with the recessive version of the ground spot color trait must have only recessive alleles for the ground spot color gene. So, offspring with a white ground spot must have the genotype gg.\nThere are 0 boxes in the Punnett square with the genotype gg.\nSo, the expected ratio of offspring with a yellow ground spot to offspring with a white ground spot is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with a yellow ground spot. This cross is expected to never produce offspring with a white ground spot. The answer is A.",
+    "14512": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a spider's leg is 20 millimeters.\n20 meters and 20 kilometers are both too long. The answer is C.",
+    "14525": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince virus is between the guide words veil - vowel, it would be found on that page. The answer is B.",
+    "14533": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. The answer is A.",
+    "14537": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to play the trumpet. Instead, some people learn how to play. So, playing the trumpet is an acquired trait. The answer is B.",
+    "14539": "A material is a type of matter. Wood, glass, metal, and plastic are common materials. Look at the picture of the egg carton.\nThe egg carton is made of cardboard.\nCardboard is made from wood pulp. Cardboard is usually brown because wood pulp is brown. The answer is B.",
+    "14541": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Chip has one allele for straight fur (F) and one allele for wavy fur (f). So, Chip's genotype for the fur texture gene is Ff. The answer is A.",
+    "14542": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. Look at the distance each motorboat moved and the time it took to move that distance.\nOne motorboat moved 245 miles in 10 hours.\nThe other motorboat moved 145 miles in 10 hours.\nNotice that each motorboat spent the same amount of time moving. The motorboat that moved 245 miles moved a farther distance in that time. So, that motorboat must have moved at a higher speed. The answer is A.",
+    "14545": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of an apple is 3 pounds.\n3 ounces is too light and 3 tons is too heavy. The answer is C.",
+    "14546": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the ptarmigan.\nDuring the winter, the ptarmigan has white feathers covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the Arctic fox has white fur covering its body. It is adapted to be camouflaged in the snow.\nThe echidna has fur covering its body, but it is not adapted to be camouflaged in the snow. The answer is B.",
+    "14547": "The colony is New Jersey. The answer is A.",
+    "14553": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction or.\nDestiny might go to the science museum with Bob, or she might go alone. The answer is B.",
+    "14555": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first greeting is correct:\nIts first word is capitalized, and it ends with a comma. Mrs. Burnett is capitalized because it is a proper noun. The answer is B.",
+    "14556": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Kinsley doesn't have school spirit, because she doesn't go to football games. However, there may be a number of reasons why Kinsley doesn't go to football games. This illustrates a type of logical fallacy known as a false dichotomy. The answer is B.",
+    "14563": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA rough object feels scratchy when you touch it. The dress and the slide are not rough.\nA soft object changes shape when pressed or squeezed. All three objects are soft.\nA smooth object is not scratchy or rough. All three objects are smooth.\nThe property that all three objects have in common is smooth. The answer is B.",
+    "14572": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is C.",
+    "14578": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. Look at the distance each gray whale moved and the time it took to move that distance.\nOne gray whale moved 40 kilometers in 5 hours.\nThe other gray whale moved 35 kilometers in 5 hours.\nNotice that each gray whale spent the same amount of time moving. The gray whale that moved 40 kilometers moved a farther distance in that time. So, that gray whale must have moved at a higher speed. The answer is B.",
+    "14580": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a basketball court is 29 yards.\n29 inches and 29 feet are too short. 29 miles is too long. The answer is B.",
+    "14588": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A great blue heron's scientific name is Ardea herodias. The first word of its scientific name is Ardea.\nPelecanus crispus is in the genus Pelecanus. The first word of its scientific name is Pelecanus. So, Pelecanus crispus and Ardea herodias are not in the same genus.\nArdea purpurea is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea purpurea and Ardea herodias are in the same genus.\nStrix varia is in the genus Strix. The first word of its scientific name is Strix. So, Strix varia and Ardea herodias are not in the same genus. The answer is C.",
+    "14593": "Look at the table and images.\nRosa wants broccoli. Isabella wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is B.",
+    "14598": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to bake. Instead, many people learn how to bake. So, baking is an acquired trait. The answer is B.",
+    "14602": "Honolulu is the capital of Hawaii. The answer is C.",
+    "14605": "Look at the passage. It tells you one reason people can't go to Mars.\nPeople can't make it to Mars yet. It takes too long to get there, and it's not an easy place to live. So, scientists sent a robot to look around Mars for them. The robot is named Curiosity. One of its jobs is to find out if anything can live on Mars. The answer is A.",
+    "14607": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. You can tell whether sodium bromide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for sodium bromide, NaBr, contains two atomic symbols: Na for sodium and Br for bromine. So, the formula tells you that sodium bromide is composed of two chemical elements bonded together.\nSince sodium bromide is composed of multiple chemical elements bonded together, sodium bromide is a compound. The answer is A.",
+    "14610": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A play should be in italics.\nThe correct title is **Hex Marks the Spot**. The answer is B.",
+    "14620": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B.",
+    "14626": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each aquarium decreased, which means that the thermal energy of each aquarium decreased. So, thermal energy was transferred from each aquarium to the surroundings. The answer is B.",
+    "14627": "Concrete is a strong material that is used to make steps, walkways, and buildings. Concrete is made of water, cement, and gravel.\nFirst, the water and cement combine to make a thick, gloppy mixture. Then, the gravel is added to the mixture. The answer is A.",
+    "14637": "Boise is the capital of Idaho. The answer is A.",
+    "14639": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A Japanese honeysuckle's scientific name is Lonicera japonica. The first word of its scientific name is Lonicera.\nUlex europaeus is in the genus Ulex. The first word of its scientific name is Ulex. So, Ulex europaeus and Lonicera japonica are not in the same genus.\nLonicera maackii is in the genus Lonicera. The first word of its scientific name is Lonicera. So, Lonicera maackii and Lonicera japonica are in the same genus.\nHyacinthus orientalis is in the genus Hyacinthus. The first word of its scientific name is Hyacinthus. So, Hyacinthus orientalis and Lonicera japonica are not in the same genus. The answer is B.",
+    "14644": "A force is a push or a pull that one object applies to a second object.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The people apply a force to the back of the car. This force moves the car forward. The direction of this force is away from the people. This force is a push. The answer is A.",
+    "14648": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the brown bear.\nThe brown bear has furry feet with large pads. Its feet are adapted to walk on snow and ice. The fur can help keep the brown bear's feet warm. The large pads help spread its weight over a larger area. This allows it to walk on ice without slipping and to walk on snow without sinking in too deep.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Eurasian lynx has furry feet with large pads. Its feet are adapted to walk on snow and ice.\nThe Suriname toad has wide, sticky toes. Its feet are not adapted to walk on snow and ice. The Suriname toad uses its feet to climb trees and walk on leaves. The answer is A.",
+    "14651": "The answer is B.",
+    "14664": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nWhere Rick lives, winter is the rainiest season of the year.\nThis passage tells you about the usual precipitation where Rick lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A.",
+    "14666": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a hot day in the desert is 48\u00b0C.\n48\u00b0F is too cold. The answer is A.",
+    "14675": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. This sentence uses a metaphor:\nThe car engine was a lion's roar.\nThe words engine and lion's roar are compared without the word like or as.\nThis sentence uses a simile:\nThe car engine sounded like a lion's roar.\nThe words engine and lion's roar are compared using the word like. The answer is A.",
+    "14680": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nChocolate is not a pure substance. But all minerals are pure substances.\nSo, chocolate is not a mineral.\nBaryte is a pure substance. But all minerals are pure substances.\nSo, baryte is a mineral.\nNative copper is a mineral. The answer is C.",
+    "14692": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun she could refer to Jane or Zoe.\nWhen Jane ran into Zoe at the post office, she smiled and said hello.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nJane smiled and said hello when she ran into Zoe at the post office. The answer is B.",
+    "14694": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is E.",
+    "14699": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Our cabin has bunk beds for the kids is not a run-on sentence. It is a complete sentence because it has a subject and a verb. The answer is B.",
+    "14705": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Luddite is British history.\nIn the early nineteenth century, factories were replacing the jobs of craftsmen. Some of these craftsmen banded together to destroy the new machinery; those who did so were called Luddites.\nThe allusion Luddite means a person opposed to new technology. The answer is A.",
+    "14706": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the breed standard.\nWhen Roxanne researched Dachshunds, the breed standard said that they can be short-haired, wire-haired, or long-haired. The answer is A.",
+    "14707": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.\nI pretend to be a knight, and Mary pretends to be an astronaut. The answer is A.",
+    "14708": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. Look at the picture of the common swift.\nA short, thin beak is light and easy to move. The common swift uses its beak to grab fast-moving insects while flying.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe European robin has a short, thin beak. Its beak is adapted to catch insects.\nThe Australian pelican has a large pouch-like beak. Its beak is not adapted to catch insects. The Australian pelican uses its beak to catch fish. The answer is B.",
+    "14719": "Fish live underwater. They have fins, not limbs. An elongated tortoise is a reptile. It has scaly, waterproof skin.\nA green sea turtle is a reptile. It has scaly, waterproof skin.\nA manta ray is a fish. It lives underwater. It has fins, not limbs.\nA albatross is a bird. It has feathers, two wings, and a beak. The answer is D.",
+    "14722": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that the four largest planets are Jupiter, Saturn, Uranus, and Neptune. Jupiter and Saturn are made mainly of gas. Uranus and Neptune are made mainly of ice. So, of the four largest planets, two are made mainly of gas. The answer is A.",
+    "14734": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The first text message is more formal. It uses more elevated language (apologies, meetings). The other text message uses contractions (Oops, sorry) and sounds more conversational. The answer is A.",
+    "14735": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Dickensian is literature.\nThe works of British author Charles Dickens often featured characters struggling to survive in settings such as debtors' prisons and orphanages.\nThe allusion Dickensian means harsh or poverty-stricken. The answer is B.",
+    "14739": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion by the skin of his teeth is the Bible.\nIn the Bible, Job complains to God about his hardships, saying that both strangers and those he loves have turned against him. He says, \"My bone cleaveth to my skin and to my flesh, and I am escaped with the skin of my teeth.\" Scholars have long debated the exact meaning of the phrase, but many claim that Job is saying that he narrowly escaped death.\nThe allusion by the skin of his teeth means just barely. The answer is A.",
+    "14743": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles. The answer is A.",
+    "14746": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine Ace's phenotype for the coat color trait. First, consider the alleles in Ace's genotype for the coat color gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for a black coat (L) is dominant over the allele for a reddish-brown coat (l). This means L is a dominant allele, and l is a recessive allele.\nAce's genotype of Ll has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Ace's phenotype for the coat color trait must be a black coat. The answer is A.",
+    "14749": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses an allusion, a brief reference to someone or something well known.\nBenedict Arnold alludes to the American general during the Revolutionary War who betrayed his country and fought for the British. The answer is B.",
+    "14755": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to ride a motorcycle. Instead, many people learn how to ride. So, riding a motorcycle is an acquired trait. The answer is B.",
+    "14759": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the three-toed sloth.\nThe three-toed sloth has long limbs with fingers and toes. Its limbs are adapted for climbing trees. The three-toed sloth uses its limbs to reach branches and pull itself up.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe lar gibbon has long limbs with fingers and toes. Its limbs are adapted for climbing trees.\nThe California sea lion has flippers. Its limbs are not adapted for climbing trees. The California sea lion uses its flippers to swim underwater. The answer is B.",
+    "14764": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles. The answer is C.",
+    "14766": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence. The answer is B.",
+    "14767": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. The cardboard box gets wet it falls apart is a sentence fragment. It is missing a subject. The answer is B.",
+    "14779": "This country is Fiji. The answer is C.",
+    "14785": "Look at the table and images.\nSandeep wants broccoli. Tracy wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is B.",
+    "14787": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A zebra is a mammal. It has hair and feeds its young milk.\nZebras eat mostly grass. But they sometimes eat other types of plants, such as shrubs or tree bark.\nA green moray eel is a fish. It lives underwater. It has fins, not limbs.\nEels are long and thin. They may have small fins. They look like snakes, but they are fish!\nA horned frog is an amphibian. It has moist skin and begins its life in water.\nFrogs live near water or in damp places. Most frogs lay their eggs in water.\nA koala is a mammal. It has fur and feeds its young milk.\nKoalas sleep for up to 20 hours a day! The answer is C.",
+    "14789": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Riley wants or needs:\nRiley will give up the chance to look at the pine tree. She thinks it would have looked more beautiful than the roses. The answer is B.",
+    "14800": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the leaf insect.\nThe leaf insect has a green leaf-shaped body. It is adapted to be camouflaged among green leaves. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe emerald tree boa has bright green scales covering its body. It is adapted to be camouflaged among green leaves.\nThe fox snake has black and tan bands running along its body. It is not adapted to be camouflaged among green leaves. The answer is B.",
+    "14803": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Ava's observable version of the leg color trait is yellow legs. So, Ava's phenotype for the leg color trait is yellow legs. The answer is B.",
+    "14808": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Troy must be fiscally irresponsible, because he works for a company that went bankrupt. However, even though his company is perceived as fiscally irresponsible, that doesn't necessarily mean that Troy is, too. This illustrates a type of logical fallacy known as guilt by association. The answer is B.",
+    "14809": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nA million times is an exaggeration, since it is unlikely that Mona has actually been told this a million times. The answer is A.",
+    "14811": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A cocoi heron's scientific name is Ardea cocoi.\nArdea goliath does not have the same scientific name as a cocoi heron. So, Ardea cocoi and Ardea goliath are not in the same species.\nTaricha torosa does not have the same scientific name as a cocoi heron. So, Ardea cocoi and Taricha torosa are not in the same species.\nArdea cocoi has the same scientific name as a cocoi heron. So, these organisms are in the same species. The answer is C.",
+    "14814": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C.",
+    "14816": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A.",
+    "14818": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each pizza decreased, which means that the thermal energy of each pizza decreased. So, thermal energy was transferred from each pizza to the surroundings. The answer is B.",
+    "14824": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2. The answer is C.",
+    "14826": "This country is Grenada. The answer is D.",
+    "14831": "Saint Paul is the capital of Minnesota. The answer is A.",
+    "14840": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the star-nosed mole.\nThe star-nosed mole has long, straight claws. Its feet are adapted for digging. The star-nosed mole uses its claws to break up soil and move it out of the way.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe groundhog has long, straight claws. Its feet are adapted for digging.\nThe tokay gecko has wide, sticky toes. Its feet are not adapted for digging. The tokay gecko uses its feet to climb trees and walk on leaves. The answer is A.",
+    "14841": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince castle is between the guide words class - curl, it would be found on that page. The answer is A.",
+    "14846": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The first text message is more formal. It uses complete sentences, avoids slang (heads up), and uses the person's title (Ms. Arnold). The other text message includes more casual language and sentence fragments. The answer is A.",
+    "14857": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "14861": "Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment. The answer is B.",
+    "14862": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAs speedy as a snail suggests that the Internet connection was very slow. A snail is not speedy, and neither was Cara's Internet connection. The answer is B.",
+    "14865": "All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.\nScientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element. Count the number of chemical elements represented in the model. Then, decide if hydrazine is an elementary substance or a compound.\nIn this model, each ball is labeled with N for nitrogen or H for hydrogen. So, the model shows you that hydrazine is made of two chemical elements bonded together.\nSubstances made of two or more chemical elements bonded together are compounds. So, hydrazine is a compound. The answer is B.",
+    "14874": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a can of soda pop is 320 milliliters.\n320 liters is too much. The answer is B.",
+    "14881": "Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4 The answer is B.",
+    "14887": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a basketball is 20 ounces.\n20 pounds and 20 tons are both too heavy. The answer is B.",
+    "14888": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. The prime meridian is the line at 0\u00b0 longitude. It intersects Africa. It does not intersect Australia or Asia. The answer is A.",
+    "14889": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Hunter is capitalized because it is a proper noun. The answer is A.",
+    "14893": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. Put the words in alphabetical order.\nSince towel is between the guide words teeth - trousers, it would be found on that page. The answer is A.",
+    "14896": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. A ruler is a solid. A solid has a size and shape of its own.\nYou can use a ruler to measure the length of a piece of paper. The ruler has a size and shape of its own. The answer is C.",
+    "14897": "This country is Nauru. The answer is D.",
+    "14898": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nReptiles have the following traits:\nThey have scaly, waterproof skin.\nThey make eggs with shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA green frog has the following traits:\nIt spends part of its life in water and part on land.\nIt has moist skin.\nIt makes eggs with no shells.\nA green frog does not have all of the traits of a reptile. A green frog is an amphibian.\nA Chinese alligator has the following traits:\nIt has scaly, waterproof skin.\nIt makes eggs with shells.\nA Chinese alligator has the traits of a reptile. A Chinese alligator is a reptile. The answer is B.",
+    "14904": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses an allusion, a brief reference to someone or something well known.\nNeverland alludes to the story of Peter Pan, a boy who lived in Neverland and never grew up. The answer is A.",
+    "14913": "The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:\nAt a divergent boundary, two plates are moving away from each other.\nAt a transform boundary, two plates are sliding past each other.\nAt a convergent boundary, two plates are moving toward each other.\nOne type of convergent boundary is a continent-continent collision. This type of boundary forms when two plates with continental crust move toward each other. The collision compresses and folds the continental crust, forcing it upward to form a mountain range. To figure out what type of plate boundary formed the Western Alps, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.\nMillions of years ago, the Eurasian Plate and the African Plate began to move toward each other, eventually colliding. This plate motion formed many mountain ranges, including the Western Alps. The Western Alps run through European countries, including France, Italy, and Switzerland.\nThe underlined part of the passage explains that the Western Alps formed as the two plates collided, or ran into each other. For two plates to collide, they must be moving toward each other. So, the Western Alps formed at a convergent boundary. The answer is B.",
+    "14919": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. The two glasses of apple juice have the same mass but different temperatures. Since the 65\u00b0F glass of apple juice is hotter than the 40\u00b0F glass of apple juice, it has more thermal energy. The answer is A.",
+    "14927": "Montpelier is the capital of Vermont. The answer is B.",
+    "14937": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the white-tailed eagle.\nThe white-tailed eagle has long toes with sharp claws. Its feet are adapted for grabbing prey. The sharp claws can help the white-tailed eagle attack and kill its prey. The long toes can help it hold on to its prey.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe brahminy kite has long toes with sharp claws. Its feet are adapted for grabbing prey.\nThe dromedary camel has large pads on the bottoms of its feet. Its feet are not adapted for grabbing prey. The dromedary camel uses its feet to walk on sand. The answer is A.",
+    "14941": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nSediment settling to the bottom of a muddy puddle is a physical change. The sediment sinks, and the water above becomes clearer. This separates the water from the sediment. But separating a mixture does not form a different type of matter.\nShaking up salad dressing is a physical change. The different parts mix together, but they are still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B.",
+    "14946": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nGood luck ironically suggests that Rodrigo was upset about staying home. Rodrigo was actually unlucky because he couldn't join his friends at the water park. The answer is A.",
+    "14951": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Aunt Zoe is capitalized because it is a proper noun. The answer is B.",
+    "14957": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Stretchy is a property. A stretchy material gets longer when you pull on it.\nLook at each picture, one at a time. Imagine pulling on the material shown in each picture.\nOf the choices, the rubber band would stretch more. If you pull on a rubber band, it will get longer. The answer is A.",
+    "14958": "The colony is Connecticut. The answer is B.",
+    "14961": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The first sentence is less formal. You can tell because it uses overly simple or imprecise language (took, went).\nThe second sentence uses more precise language, so it is more formal overall. The answer is A.",
+    "14971": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. North Dakota is farthest west. The answer is D.",
+    "14976": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince old is between the guide words object - orchard, it would be found on that page. The answer is A.",
+    "14985": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is A.",
+    "14989": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of the Golden Gate Bridge is 2,750 meters.\n2,750 millimeters, 2,750 centimeters, and 2,750 kilometers are all too long. The answer is A.",
+    "14992": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A book should be in italics.\nThe correct title is **Dogs on Duty**. The answer is A.",
+    "15002": "Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. To decide whether fixing a sink is a good or a service, ask these questions:\nIs fixing a sink something you can touch? No.\nIs fixing a sink a job you might pay someone else to do? Yes.\nSo, fixing a sink is a service. The answer is B.",
+    "15003": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Most humans are born with five fingers on each hand. So, having five fingers is an inherited trait. The answer is B.",
+    "15024": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Arctic Ocean. The answer is C.",
+    "15025": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Senator Logan hates children, because she wants to cut education funding. However, the fact that Senator Logan wants to cut education funding doesn't necessarily suggest that she hates children. This illustrates a type of logical fallacy known as a straw man. The answer is A.",
+    "15027": "Ernesto wanted broccoli in his lunch and Lucia was hoping for tomatoes. Look at the labeled part of the images.\nErnesto has tomatoes. Lucia has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is B.",
+    "15044": "Carson City is the capital of Nevada. The answer is C.",
+    "15050": "Fern plants reproduce using both asexual reproduction and sexual reproduction.\nMature ferns have flat leaves called fronds. Ferns have structures that look like small dots on the underside of their fronds. These structures are called spore cases. The mature ferns use asexual reproduction to make spores. When the spore cases open, the spores are released.\nWhen a spore lands on the ground and germinates, it grows into a small heart-shaped plant. The heart-shaped plant begins the fern's sexual reproduction stage by making eggs and sperm. Ferns live in damp environments, and sperm can swim though small water drops. Self-fertilization happens when a sperm swims to an egg on the same heart-shaped plant. Cross-fertilization happens when the sperm swims to an egg on a nearby plant.\nFertilization happens when a sperm and an egg fuse. The fertilized egg germinates and grows into a mature fern.\nThe mature fern can make spores and begin the fern life cycle again. A heart-shaped plant can produce spores, but a mature fern cannot. Heart-shaped plants do not have spore cases. The answer is B.",
+    "15066": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in past tense. You can tell because it uses a past-tense verb, signed. The verb ends in -ed and tells you about something that has already happened. The answer is C.",
+    "15068": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.\nThe sea otter has an arrow pointing to it from the sea urchin. The sea urchin is not a producer. So, the sea otter is not a primary consumer.\nThe sea urchin has an arrow pointing to it from the kelp. The kelp is a producer, so the sea urchin is a primary consumer.\nThe phytoplankton does not have any arrows pointing to it. So, the phytoplankton is not a primary consumer.\nThe plainfin midshipman has an arrow pointing to it from the zooplankton. The zooplankton is a producer, so the plainfin midshipman is a primary consumer.\nThe kelp does not have any arrows pointing to it. So, the kelp is not a primary consumer. The answer is C.",
+    "15070": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine the pea plant's phenotype for the pea color trait. First, consider the alleles in the plant's genotype for the pea color gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for yellow peas (E) is dominant over the allele for green peas (e). This means E is a dominant allele, and e is a recessive allele.\nThe pea plant's genotype of Ee has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the pea plant's phenotype for the pea color trait must be yellow peas. The answer is A.",
+    "15073": "A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw. The first sentence states a fact.\nMadagascar's elephant bird laid eggs the size of American footballs.\nIt can be proved by looking up information about the elephant bird.\nThe second sentence states an opinion.\nSettlers in Madagascar should have done more to protect the elephant bird, which became extinct in the 1600 s.\nShould have done more shows what a person believes, thinks, or feels. Another person might have a different opinion about what settlers should have done. The answer is B.",
+    "15076": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is B.",
+    "15080": "Denver is the capital of Colorado. The answer is A.",
+    "15082": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince chaos is between the guide words calves - cow, it would be found on that page. The answer is B.",
+    "15086": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is B.",
+    "15088": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Cara wants or needs:\nCara will give up the chance to eat the strawberry cheesecake ice cream. She likes this flavor more than sweet cream. The answer is B.",
+    "15094": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A.",
+    "15095": "The Eighth Amendment says that the government can never use cruel and unusual punishments. In the past, the United States used punishments such as burning at the stake and drawing and quartering. These punishments were cruel and unusual. The Fourteenth Amendment also says that state governments can never use cruel and unusual punishments. Some punishments that are cruel or unusual are outlawed, but some states still use them. For example, in the past, states have used punishments such as electrocution and lethal injection. Today, the United States does not use punishments such as burning at the stake or drawing and quartering. However, some people think that the government uses other types of cruel and unusual punishments. These people believe that the government should not be allowed to use punishments that are too hard or that are not needed. The answer is B.",
+    "15105": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. A gold bracelet is a solid. You can wrap a gold bracelet around your wrist. But the bracelet will still have a size and shape of its own.\nChalk is a solid. You can easily break chalk into pieces. But each piece will still have a size and shape of its own.\nThe water in a fishbowl is a liquid. A liquid takes the shape of any container it is in. If you pour water from a fishbowl into a different container, the water will take the shape of that container. But the water will still take up the same amount of space. The answer is A.",
+    "15111": "This country is the Dominican Republic.\nWhy does the Dominican Republic share its island with another country?\nThe Dominican Republic and Haiti share the island of Hispaniola. It is home to the earliest European settlements in the Americas. Christopher Columbus founded the first European settlement on the island in 1492 during his first voyage across the Atlantic.\nThough many people lived on the island before Columbus's arrival, European countries quickly began to colonize the island. Eventually France and Spain both established colonies. The Spanish colony eventually became the country of the Dominican Republic, and the French colony eventually became the country of Haiti. Today, people in the two countries speak different languages and have many cultural differences. The answer is B.",
+    "15115": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.\nWhen matter is a gas, it spreads out to fill a space.\nMany gases are invisible. So, you can\u2019t see them. Air is a gas. A handsaw is a solid. A solid has a size and shape of its own.\nThe handle of a handsaw is made of wood. The part of the saw that cuts the wood is made of metal. Both wood and metal are solids. The answer is B.",
+    "15122": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A movie should be in italics.\nThe correct title is **The Prince and the Surfer**. The answer is B.",
+    "15125": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is North America. The answer is B.",
+    "15146": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks. This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.\nWhite chocolate does not contain cocoa solids, it contains milk solids, cocoa butter, sugar, and flavorings such as vanilla. The answer is A.",
+    "15158": "Look at the table and images.\nNolan wants broccoli. Dalton wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is A.",
+    "15161": "Boise is the capital of Idaho. The answer is B.",
+    "15171": "This country is Saint Lucia. The answer is C.",
+    "15175": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the sea cucumber.\nThe only arrow pointing from the bat star leads to the kelp bass. The only arrow pointing from the kelp bass leads to the bat star. No matter moves between these organisms.\nThe only arrow pointing from the phytoplankton leads to the kelp bass. The only arrow pointing from the kelp bass leads to the zooplankton. The only arrow pointing from the zooplankton leads to the phytoplankton. No matter moves between the phytoplankton and the sea cucumber.There is one path matter can take from the kelp to the sea cucumber: kelp->sea urchin->sea cucumber. There is one path matter can take from the sea urchin to the sea cucumber: sea urchin->sea cucumber. There is one path matter can take from the zooplankton to the sea cucumber: zooplankton->plainfin midshipman->sea cucumber. There is one path matter can take from the plainfin midshipman to the sea cucumber: plainfin midshipman->sea cucumber. The answer is C.",
+    "15187": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. The answer is A.",
+    "15189": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Jonah can never be a lifeguard because he drives a old car. This is a personal attack that isn't relevant to Jonah's ability to be a lifeguard. This illustrates a type of logical fallacy known as ad hominem. The answer is A.",
+    "15190": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Samantha is intelligent because she's smart. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning. The answer is A.",
+    "15205": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA scratchy object is rough and itchy against your skin. Neither of the objects are scratchy.\nA bendable object can be bent without breaking. Both objects are bendable.\nThe property that both objects have in common is bendable. The answer is B.",
+    "15206": "A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is \u00b0.\nSome thermometers measure temperature in degrees Fahrenheit (\u00b0F). Fahrenheit is one scale used to measure temperature.\nThis is a tube thermometer. It has a tube filled with a red liquid.\nThere is a Fahrenheit scale along the right side of the tube. The top of the red liquid lines up with the number 80 on the scale. So, the temperature shown by this thermometer is 80\u00b0F. Find the top of the red liquid.\nNow look at the scale to the right. The top of the red liquid lines up with 75. So, the temperature is 75\u00b0F. The answer is C.",
+    "15216": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "15221": "A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw. The second sentence states a fact.\nThere are four faces on Mount Rushmore.\nIt can be proved by looking at Mount Rushmore.\nThe first sentence states an opinion.\nMount Rushmore is too difficult to travel to.\nToo difficult shows what a person believes, thinks, or feels. Another person might have a different opinion about how difficult it is to travel to Mount Rushmore. The answer is B.",
+    "15224": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2. The answer is B.",
+    "15229": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the white-breasted cormorant.\nThe white-breasted cormorant has webbed feet. Its feet are adapted for swimming. As it swims, the white-breasted cormorant uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe European river otter has webbed feet. Its feet are adapted for swimming.\nThe tokay gecko has wide, sticky toes. Its feet are not adapted for swimming. The tokay gecko uses its feet to climb trees and walk on leaves. The answer is B.",
+    "15230": "The cell wall is the outermost layer in a plant cell.\nThis statement is false. A plant cell has a cell wall, but it is not the outermost layer. The cell wall is the cell's tough outer covering. It gives the cell strength and stiffness and helps the cell keep its shape.\nA plant cell has a cell wall, but it is not the outermost layer. The answer is A.",
+    "15235": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA bendable object can be bent without breaking. The belt is bendable.\nA bouncy object will bounce back from the floor if you drop it. The belt is not bouncy. The answer is B.",
+    "15241": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is A.",
+    "15245": "Harrisburg is the capital of Pennsylvania. The answer is C.",
+    "15253": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for phosphine contains one symbol: P for phosphorus. So, phosphine is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, phosphine is an elementary substance. The chemical formula for chloromethane contains three symbols: C for carbon, H for hydrogen, and Cl for chlorine. So, chloromethane is made of three chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, chloromethane is a compound, not an elementary substance. The chemical formula for calcium contains one symbol: Ca. So, calcium is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, calcium is an elementary substance. The answer is C.",
+    "15256": "Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other organisms. Consumers cannot make their own food. In this food chain, the persimmon is a producer because it makes its own food. The persimmon uses carbon dioxide, water, and sunlight to make its own food. The answer is B.",
+    "15259": "Richmond is the capital of Virginia. The answer is A.",
+    "15260": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that a food with no additives must be nutritious. However, a food with no additives doesn't necessarily have no preservatives or other unhealthy substances. This illustrates a type of logical fallacy known as an appeal to nature. The answer is A.",
+    "15267": "A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping. The first sentence states a fact.\nMore people visited Great Smoky Mountains National Park in 2014 than visited Yosemite and Yellowstone combined.\nIt can be proved by checking the number of people who visited each park in 2014.\nThe second sentence states an opinion.\nGreat Smoky Mountains National Park is fantastic because it has 150 official hiking trails.\nFantastic shows what a person believes, thinks, or feels. Another person might have a different opinion about how many hiking trails make a park fantastic. The answer is A.",
+    "15272": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is C.",
+    "15273": "Phoenix is the capital of Arizona. The answer is A.",
+    "15274": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion draconian is Greek history.\nDraco, a government official in seventh-century Athens, Greece, wrote a code of laws that called for severe punishments for even minor offenses.\nThe allusion draconian means harsh. The answer is B.",
+    "15277": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is B.",
+    "15279": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is A.",
+    "15280": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A fruit bat is a mammal. It has hair and feeds its young milk.\nFruit bats eat fruit and drink nectar from flowers. They have special teeth to help them bite through fruit skins.\nA sea eagle is a bird. It has feathers, two wings, and a beak.\nSea eagles use their sharp beaks to eat fish and other birds. The answer is B.",
+    "15282": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. The two cherry pies have the same mass but different temperatures. Since the 110\u00b0F pie is hotter than the 80\u00b0F pie, it has more thermal energy. The answer is A.",
+    "15288": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A.",
+    "15289": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is B.",
+    "15290": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A loon is a bird. It has feathers, two wings, and a beak.\nLoons usually live near lakes. They dive in the water to hunt for food.\nA Tasmanian devil is a mammal. It has fur and feeds its young milk.\nTasmanian devils are meat-eating marsupials. They live on the island of Tasmania, near Australia.\nAn albatross is a bird. It has feathers, two wings, and a beak.\nAlbatrosses live near the ocean. They hunt squid, fish, and other small animals.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years. The answer is D.",
+    "15298": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince sacrifice is between the guide words scan - swung, it would be found on that page. The answer is B.",
+    "15303": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C.",
+    "15305": "Look at the table and images.\nClare wants broccoli. Adele wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is A.",
+    "15306": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Asia. The answer is C.",
+    "15327": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nA change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. Cellular respiration is a chemical change. Cells use oxygen to break down sugar. When sugar is broken down, it forms carbon dioxide and water. The answer is B.",
+    "15335": "A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. Look for the stroller that is heavier.\nA stroller holding a kid that weighs 30 pounds is heavier than a stroller holding a kid that weighs 25 pounds. So, the stroller holding the kid that weighs 30 pounds needs to be pushed with a larger force to start moving forward at the same speed as the other other stroller. The answer is B.",
+    "15359": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony. The answer is C.",
+    "15374": "Madison is the capital of Wisconsin. The answer is D.",
+    "15382": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nWater boiling on the stove is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.\nIce melting in a glass is a change of state. So, it is a physical change. The solid ice becomes liquid, but it is still made of water. A different type of matter is not formed.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B.",
+    "15383": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the parakeet auklet.\nThe parakeet auklet has webbed feet. Its feet are adapted for swimming. As it swims, the parakeet auklet uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe water rail has very long toes. Its feet are adapted for swimming.\nThe European beaver has small claws. Its feet are not adapted for swimming. The European beaver uses its feet to walk and dig tunnels. The answer is A.",
+    "15385": "Denver is the capital of Colorado. The answer is C.",
+    "15403": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince credit is between the guide words cove - cylinder, it would be found on that page. The answer is A.",
+    "15406": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of the Red Sea is 2,250 kilometers.\n2,250 centimeters and 2,250 meters are both too short. The answer is C.",
+    "15407": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince doctor is between the guide words dessert - dust, it would be found on that page. The answer is A.",
+    "15415": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is South America. The answer is C.",
+    "15422": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is D.",
+    "15429": "Annapolis is the capital of Maryland. The answer is D.",
+    "15441": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, needs. The verb ends in -s and tells you about something that is true or happening now. The answer is C.",
+    "15444": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the vervet monkey.\nThe vervet monkey has long fingers and toes. It is adapted for climbing trees. The vervet monkey uses its long fingers and toes to hold on to branches while climbing.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe red-shanked douc has long fingers and toes. It is adapted for climbing trees.\nThe lama has four hoofed feet. It is not adapted for climbing trees. The lama uses its feet to walk and run. The answer is B.",
+    "15445": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is E.",
+    "15446": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. The population of Fairview fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Fairview has gone up. So, the supply of houses for sale probably went up, too. The answer is A.",
+    "15450": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Will sat down on the rickety old chair, it abruptly collapsed beneath him. The answer is C.",
+    "15457": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of purple particles per milliliter.\nSolution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles. The answer is A.",
+    "15458": "Santa Fe is the capital of New Mexico. The answer is B.",
+    "15461": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun it could refer to her scooter or Mr. Chang's car.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the scooter.\nWhen Emma parked her scooter next to Mr. Chang's car, she noticed that the scooter had a flat tire. The answer is B.",
+    "15463": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is C.",
+    "15475": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion David and Goliath is the Bible.\nIn the Bible, a young man named David slays Goliath, a giant and champion warrior, using nothing more than a sling and a stone.\nThe allusion David and Goliath means involving unequal rivals. The answer is A.",
+    "15478": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a paintbrush is 25 centimeters.\n25 kilometers is too long. The answer is A.",
+    "15486": "This country is Haiti.\nDoes Haiti have any territorial disputes?\nHaiti claims to own Navassa Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nNavassa Island is also claimed by the United States. The United States claimed the island in 1857 and has controlled it since then. But Haiti considers the island part of its territory and has protested the United States' claim since this time. No one lives on the island. Today, it is a nature preserve. The answer is A.",
+    "15487": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. Chalk is a solid. You can easily break chalk into pieces. But each piece will still have a size and shape of its own.\nCoffee is a liquid. A liquid takes the shape of any container it is in. If you pour coffee into a different container, the coffee will take the shape of that container. But the coffee will still take up the same amount of space.\nWet paint is a liquid. A liquid takes the shape of any container it is in. If you pour wet paint out of a can, the paint will change shape. But the wet paint will still take up the same amount of space. The answer is C.",
+    "15488": "The colony is Pennsylvania. The answer is A.",
+    "15494": "Animal cells are made up of many different parts. Each cell part has a function that helps the cell survive and grow.\nSome cell parts are called organelles. Organelles are cell structures that are surrounded by their own membranes. Here are some of the organelles in animal cells:\nMitochondria help the cell get the energy it needs. Mitochondria break down sugar and release energy that the cell can use for all of its activities.\nThe nucleus directs cell activities by sending instructions to different parts of the cell. The nucleus contains structures called chromosomes. The chromosomes are made mostly of hereditary material called DNA. DNA contains information that the cell uses for growth and activities. These instructions tell ribosomes how to build molecules called proteins, which make up cell structures and help chemical reactions happen in the cell.\nThe endoplasmic reticulum is an organelle that helps ribosomes build proteins. The nucleus sends instructions for making proteins to ribosomes. Ribosomes can attach to the endoplamic reticulum. The endoplasmic reticulum and ribosomes use these instructions to make proteins that the cell needs to survive and grow.\nAfter proteins are made in the endoplasmic reticulum, they can be transferred to the Golgi. The Golgi is an organelle made up of flat, stacked membranes. The Golgi sorts and packages proteins and other substances. Then, the Golgi sends these substances to different parts of the cell. Some of these substances are sent to the cell membrane and released from the cell.\nAnimal cells also have organelles for storage and waste removal. The vacuoles store sugar and other nutrients. The lysosomes break down worn-out cell parts and other waste. Animal cells usually have several vacuoles and lysosomes.\nOther cell parts are not surrounded by their own membranes. These cell parts are not organelles.\nThe cell membrane is a thin layer that surrounds and protects the cell. This layer is a membrane, but it does not have a membrane surrounding it, so it is not an organelle. The cell membrane controls which substances enter and leave the cell.\nThe cytoplasm is a thick liquid that fills the space inside the cell. The cytoplasm also helps the cell keep its shape and supports the other cell parts. The answer is B.",
+    "15497": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Stuart's genotype for the whisker type gene is hh. Stuart's genotype of hh has only h alleles. The h allele is for curved whiskers. So, Stuart's phenotype for the whisker type trait must be curved whiskers.\nTo check this answer, consider whether Stuart's alleles are dominant or recessive. The allele for curved whiskers (h) is recessive to the allele for straight whiskers (H). This means H is a dominant allele, and h is a recessive allele.\nStuart's genotype of hh has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Stuart's phenotype for the whisker type trait must be curved whiskers. The answer is A.",
+    "15506": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Mabel is telling the truth because she says she never lies. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning. The answer is A.",
+    "15512": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Remy's observable version of the body hair trait is a hairy body. So, Remy's phenotype for the body hair trait is a hairy body. The answer is B.",
+    "15516": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Salt Point State Park have daily flooding and draining of seawater. They also have water that is rich in nutrients. The answer is A.",
+    "15524": "Boise is the capital of Idaho. The answer is D.",
+    "15525": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind. The text uses personification, giving human characteristics to nonhuman things.\nAngry suggests that the sea was fierce. The answer is A.",
+    "15528": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the painted turtle.\nThe painted turtle has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth. The hard shell makes it difficult for predators to hurt or kill the painted turtle.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe nautilus has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth.\nThe eastern rat snake has soft scales covering its skin. Its body is not adapted for protection against predators with sharp teeth. The answer is B.",
+    "15530": "A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping. The second sentence states a fact.\nThe Stone Forest in southern China is a cluster of ancient limestone pillars.\nIt can be proved by visiting the Stone Forest in southern China and looking at the pillars.\nThe first sentence states an opinion.\nOnly a fool would travel all the way to China to see rocks.\nFool shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a person a fool. The answer is B.",
+    "15534": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nEastern Colorado is part of the Great Plains. On October 19, 1988, a thunderstorm near the town of La Junta produced winds of 63 miles per hour.\nThe underlined part of the passage tells you about the wind speed in Eastern Colorado on October 19, 1988. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B.",
+    "15541": "This country is Samoa. The answer is D.",
+    "15546": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction if.\nYou will attract more customers if you extend the sale through the weekend. The answer is A.",
+    "15552": "A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.\nIn a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.\nThe original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.\nThe substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.\nSo, in a chemical reaction, reactants go through a chemical change to form products. Read the underlined text carefully. Look for information about what happens to nitrous oxide in this chemical reaction.\nTo help relieve pain during a dental visit, a dentist may give a patient nitrous oxide. Nitrous oxide is made in factories by carefully heating ammonium nitrate. At 170\u00b0C, ammonium nitrate breaks down and forms a mixture of nitrous oxide gas and water vapor. After the mixture is collected, the water vapor is separated from the nitrous oxide gas.\nThe underlined text tells you that when ammonium nitrate breaks down, it forms nitrous oxide gas. Because nitrous oxide is produced by this chemical reaction, nitrous oxide is a product. The answer is B.",
+    "15556": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. All three crayons have the same mass but different temperatures. Since the 91\u00b0F crayon is the hottest, it has the most thermal energy. The answer is A.",
+    "15560": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Santiago is a remarkable cellist because he plays the cello well. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning. The answer is B.",
+    "15562": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun he could refer to Brian or his brother.\nBrian had to stay home with his brother because he wasn't feeling well.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nBrian's brother wasn't feeling well, so Brian had to stay home with him. The answer is A.",
+    "15569": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nDhaka is the capital of Bangladesh, a country in southern Asia. The city is humid most days of the year.\nThe underlined part of the passage tells you about the usual pattern of humidity in Dhaka. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A.",
+    "15573": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses random in its traditional sense: made or occurring without a definite pattern.\nAt the grocery store, Jayla hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food.\nThe first text uses random in its nontraditional sense: odd or out of place.\nJayla made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food.\nMost style guides recommend to avoid using the nontraditional sense of the word random because it is generally considered incorrect. The answer is A.",
+    "15575": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nWorking vacation is a contradiction, because going on a vacation implies that you are taking a break from work. The answer is B.",
+    "15576": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B.",
+    "15585": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word of is not important, so it should not be capitalized.\nThe correct title is Life of Pi. The answer is A.",
+    "15591": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and organisms that can survive in water or mud. So, Scarborough Marsh has land that is covered with water during most of the year. It also has other water ecosystems nearby. The answer is A.",
+    "15594": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nIf I told anything pretty personal about them. is an exaggeration, since the speaker would not actually die if he revealed something personal about his parents. The answer is B.",
+    "15595": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nOld news is a contradiction, because news is recent information. The answer is B.",
+    "15596": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the flamingo.\nLong legs help the flamingo keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe great egret has long, thin legs. Its legs are adapted for wading.\nThe African fish eagle has short legs. Its legs are not adapted for wading. The African fish eagle uses its legs to walk and perch. The answer is B.",
+    "15601": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a full bag of groceries is 8 pounds.\n8 ounces is too light and 8 tons is too heavy. The answer is B.",
+    "15602": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas. The air from a hair dryer is a gas. A gas expands to fill a space.\nA hair dryer uses a fan to blow warm air out. When the air leaves the hair dryer, the air expands to fill a much large space. The answer is A.",
+    "15606": "Look at the text in bold below. It tells you why adult cats meow.\nWhile kittens meow to their mothers, they stop once they are old enough to take care of themselves. At that point, cats use smell, touch, and body language to talk to each other. So if adult cats aren't making noise for each other, why do cats meow? Cats meow to talk with their humans! The answer is C.",
+    "15614": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses overly simple or imprecise language (start charging, higher checking account fees).\nThe first sentence uses more precise language, so it is more formal overall. The answer is B.",
+    "15623": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Daphnia pulex is an animal. Animals are made up of many cells. The answer is A.",
+    "15627": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA stretchy object gets longer when you pull on it. The bubble gum is stretchy.\nBlue is a color.\nThis color is blue. The bubble gum is not blue. The answer is B.",
+    "15630": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between Caleb and the center of Earth changed.\nThe second floor is higher than the first floor. As he rode the escalator toward the second floor, the distance between Caleb and the center of Earth increased. So, the gravitational potential energy stored between Caleb and Earth increased as he rode the escalator. The answer is A.",
+    "15632": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the jacket.\nThe jacket is made of two materials. The zipper is made of metal. The rest of the jacket is made of fabric. The answer is A.",
+    "15636": "The answer is B.",
+    "15637": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Pennsylvania is farthest north. The answer is D.",
+    "15642": "This country is Solomon Islands. The answer is A.",
+    "15645": "This country is Solomon Islands. The answer is B.",
+    "15646": "There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence is a statement and ends with a period. It is a declarative sentence. The answer is A.",
+    "15651": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A book should be in italics.\nThe correct title is **With an Open Heart**. The answer is B.",
+    "15652": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is B.",
+    "15658": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction but.\nI followed Vicky's recipe, but my chicken pot pie tasted nothing like hers. The answer is A.",
+    "15662": "A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers. The fire department is in column 4. The answer is D.",
+    "15665": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.\nMy uncle just moved to Italy, so he will need to learn Italian. The answer is A.",
+    "15668": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks. This is a run-on sentence. It is a comma splice formed from two sentences run together, joined by just a comma.\nIn the early 1960 s, Alan and Doris Litman, a couple in Pittsburgh, invented mace (a nontoxic tear gas), after one of Doris's colleagues was mugged, the Litmans wanted to create a safe product that women could use in self-defense.\nHere is one way to fix the run-on sentence:\nIn the early 1960 s, Alan and Doris Litman, a couple in Pittsburgh, invented mace (a nontoxic tear gas), after one of Doris's colleagues was mugged. The Litmans wanted to create a safe product that women could use in self-defense. The answer is A.",
+    "15670": "The answer is A.",
+    "15675": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "15684": "Boise is the capital of Idaho. The answer is D.",
+    "15696": "This country is the Federated States of Micronesia. The answer is D.",
+    "15701": "Honolulu is the capital of Hawaii. The answer is C.",
+    "15702": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses alliteration, the repetition of sounds at the beginning of nearby words.\nWith Herculean effort repeats the h sound. The answer is A.",
+    "15705": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is C.",
+    "15706": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. A T-shirt is a solid. You can fold a T-shirt. But it will still have a size and shape of its own. The answer is C.",
+    "15710": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Casper's genotype for the Tobiano patterning gene is BB. Casper's genotype of BB has only B allelles. The B allele is for having Tobiano patterning. So, Casper's phenotype for the Tobiano patterning trait must be having Tobiano patterning.\nTo check this answer, consider whether Casper's alleles are dominant or recessive. The allele for having Tobiano patterning (B) is dominant over the allele for not having Tobiano patterning (b). This means B is a dominant allele, and b is a recessive allele.\nCasper's genotype of BB has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Casper's phenotype for the Tobiano patterning trait must be having Tobiano patterning. The answer is B.",
+    "15712": "A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping. The second sentence states a fact.\nIn hot-air balloons, passengers ride in baskets.\nIt can be proved by reading a book about hot-air balloons.\nThe first sentence states an opinion.\nRiding in a hot-air balloon is more exciting than flying in a plane.\nMore exciting shows what a person believes, thinks, or feels. Another person might have a different opinion about what is exciting. The answer is B.",
+    "15718": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Devon is capitalized because it is a proper noun. The answer is A.",
+    "15725": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 1-kilogram brick at 70\u00b0F has half as much thermal energy as a 2-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the smaller brick has half as many atoms. So, it has half as much thermal energy. The two cookies are made of the same material and have the same mass. So, the colder cookie has less thermal energy. The answer is B.",
+    "15737": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses ironic in its traditional sense: contrary to what was intended, often in an amusing way. It's ironic because Clarence tried to get away from the snow but found himself in a snowstorm regardless.\nLast winter, Clarence took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.\nThe first text uses ironic in its nontraditional sense: marked by coincidence. It was a coincidence that Clarence's friends were in Florida the week before.\nLast winter, Clarence took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.\nMost style guides recommend to avoid using the nontraditional sense of the word ironic because it is generally considered incorrect. The answer is A.",
+    "15740": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince source is between the guide words shack - spade, it would be found on that page. The answer is B.",
+    "15749": "This country is Fiji. The answer is B.",
+    "15763": "Phoenix is the capital of Arizona. The answer is B.",
+    "15765": "Topeka is the capital of Kansas. The answer is C.",
+    "15767": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each bottle increased, which means that the thermal energy of each bottle increased. So, thermal energy was transferred from the surroundings to each bottle. The answer is A.",
+    "15772": "Look at the table and images.\nShivani wants broccoli. Austin wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is B.",
+    "15787": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is B.",
+    "15790": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism gently loved means the items were not new. Gently loved is a nicer way of referring to used items. The answer is B.",
+    "15791": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. Look at the picture of the European nightjar.\nA short, thin beak is light and easy to move. The European nightjar uses its beak to grab fast-moving insects while flying.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe sand martin has a short, thin beak. Its beak is adapted to catch insects.\nThe hanging parrot has a small hooked beak. Its beak is not adapted to catch insects. The hanging parrot uses its beak to eat fruit and seeds. The answer is B.",
+    "15794": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nRust forming on a metal gate is a chemical change. As the gate rusts, the metal turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.\nBurning food on a stove is a chemical change. When the food burns, the type of matter in it changes. The food turns black and gives off smoke.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBurning is caused by heating. But rust forming on a metal gate is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D.",
+    "15799": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Asia. The answer is C.",
+    "15807": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nMixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before.\nLoose matter such as sand is called sediment. Sediment settling to the bottom of a muddy puddle is a physical change. The sediment sinks, and the water above becomes clearer. This separates the water from the sediment. But separating a mixture does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D.",
+    "15810": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether iodine is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the ball-and-stick model shown above, both of the balls are the same color:\n. The legend shows that dark purple represents the chemical element with the atomic symbol I. So, the model shows you that a molecule of iodine is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that iodine is composed of only one chemical element. So, iodine is an elementary substance. The answer is A.",
+    "15813": "Indianapolis is the capital of Indiana. The answer is D.",
+    "15815": "Richmond is the capital of Virginia. The answer is B.",
+    "15821": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Mayor Stanley wants people to give up their cars. However, this misrepresents Mayor Stanley's argument. Mayor Stanley only wants to create more bike lanes. This illustrates a type of logical fallacy known as a straw man. The answer is B.",
+    "15826": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses apostrophe, a direct address to an absent person or a nonhuman entity.\nFair river! is a direct address to the river, a nonhuman entity. The answer is A.",
+    "15829": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the ip sound.\nThe words lake and make rhyme. They both end with the ake sound.\nThe words tip and lake don't rhyme. They end with different sounds. The words far and star rhyme. They both end with the ar sound.\nThe word her does not rhyme. It ends with a different sound. The answer is B.",
+    "15831": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles. The answer is B.",
+    "15835": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "15841": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. The pea plant's observable version of the pea shape trait is wrinkled peas. So, the plant's phenotype for the pea shape trait is wrinkled peas. The answer is A.",
+    "15850": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence. The answer is B.",
+    "15853": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nSleeping through the rooster's crowing was no problem ironically suggests that Jasper slept poorly. Jasper was tired, so the rooster's crowing was clearly a problem. The answer is B.",
+    "15857": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is C.",
+    "15858": "The colony is Pennsylvania. The answer is D.",
+    "15866": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA hard object does not change shape when pressed or squeezed. The slippers are not hard.\nBlue is a color.\nThis color is blue. The slippers are blue. The answer is A.",
+    "15867": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing. A bubble map uses lines or arrows to connect things that are related. This bubble map shows information about different kinds of marsupials.\nKangaroos sleep during the day.\nKangaroos eat grass.\nThe second statement is true. The first statement is false. The answer is A.",
+    "15872": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is simple. It is a single independent clause.\nThe right hemisphere of the human brain typically controls muscle movement on the left side of the body. The answer is C.",
+    "15874": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nMelting wax is a change of state. So, it is a physical change. The wax changes from solid to liquid. But it is still made of the same type of matter.\nYarn is made by knitting strands of material together. The yarn is made of the same type of matter as the strands.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nWax melting is caused by heating. But knitting yarn is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C.",
+    "15885": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. None of the objects are transparent.\nA bouncy object will bounce back from the floor if you drop it. All three objects are bouncy.\nBlue is a color.\nThis color is blue. The blueberry is blue, but the rubber ball and the spring are not.\nThe property that all three objects have in common is bouncy. The answer is A.",
+    "15891": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAs soft as concrete shows verbal irony because concrete is not soft. The answer is B.",
+    "15900": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBreaking a ceramic plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter.\nWater vapor condensing on a bathroom mirror is a change of state. So, it is a physical change. The water changes state from gas in the air to liquid water on the mirror. But the water vapor and the liquid water are both made of water.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nWater vapor condensing is caused by cooling. But breaking a ceramic plate is not. The answer is C.",
+    "15902": "Columbia is the capital of South Carolina. The answer is C.",
+    "15908": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion fifteen minutes is modern history.\nIn a catalog that accompanied an exhibit of his work, pop artist Andy Warhol said, \"In the future, everybody will be world-famous for fifteen minutes,\" meaning that fame would be briefly available even to those who did nothing spectacular.\nThe allusion fifteen minutes means a temporary moment of celebrity status. The answer is B.",
+    "15913": "Rocks are made of minerals. Here are some properties of rocks:\nThey are solid.\nThey are formed in nature.\nThey are not made by living things.\nThey are not pure substances. Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.\nPlastic is made in a factory. But all rocks are formed in nature.\nSo, plastic is not a rock.\nScoria is a rock.\nTrachyte is a rock. The answer is C.",
+    "15917": "Evidence is information that tells you something happened.\nHow do you look for evidence of a change to an object's kinetic energy?\nThere are many types of energy. One type is kinetic energy, which is the energy an object has when it is moving.\nThink about objects moving for different reasons.\nA change in an object's kinetic energy can show that the object's speed has changed. An object that is slowing down will have less kinetic energy. An object that is speeding up will have more kinetic energy. Look for evidence that shows whether Ellen's speed changed.\nEvidence of a change in speed shows that Ellen's kinetic energy changed. When Ellen started pedaling her bike, she began moving along the street. This shows that Ellen's speed changed. Her speed increased as she started moving forward. This means that her kinetic energy increased. The answer is A.",
+    "15923": "This state is Nebraska. The answer is A.",
+    "15930": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince load is between the guide words lent - livestock, it would be found on that page. The answer is B.",
+    "15932": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in past tense. You can tell because it uses a past-tense verb, stirred. The verb ends in -ed and tells you about something that has already happened. The answer is B.",
+    "15934": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Atlanta, look at the graph.\nChoice \"Oct\" is incorrect.\nChoice \"October has the highest average precipitation.\" is incorrect.\nMost other months have a slightly higher average precipitation than October.\nChoice \"Atlanta has a rainy season and a dry season.\" is incorrect.\nThe average monthly precipitation does not change much throughout the year. Every month has rain, and there is no dry season.\nChoice \"Precipitation does not change much from month to month in Atlanta.\" is incorrect.\nThe average monthly precipitation changes only slightly throughout the year. The answer is C.",
+    "15938": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C.",
+    "15943": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince affair is between the guide words academy - apparent, it would be found on that page. The answer is A.",
+    "15950": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.\nSally is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. The answer is D.",
+    "15956": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is B.",
+    "15958": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between the sled and the center of Earth changed.\nThe bottom of the hill was lower than the point where Rita started sledding. As Rita rode toward the bottom of the hill, the distance between the sled and the center of Earth decreased. So, the gravitational potential energy stored between the sled and Earth decreased as Rita rode down the hill. The answer is A.",
+    "15960": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles. The answer is C.",
+    "15967": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a paper drinking cup is 115 milliliters.\n115 liters is too much. The answer is B.",
+    "15971": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "15976": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Matthew sat down on the rickety old chair, it abruptly collapsed beneath him. The answer is B.",
+    "15978": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. The two bricks have the same mass but different temperatures. Since the 385\u00b0F brick is colder than the 390\u00b0F brick, it has less thermal energy. The answer is A.",
+    "15981": "Springfield is the capital of Illinois. The answer is B.",
+    "15983": "Look at the map.\nThe New England Colonies are the colonies that are marked with the number 1. They include these colonies:\nThe rest of the Thirteen Colonies are part of the Middle Colonies or the Southern Colonies. The answer is A.",
+    "15984": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Smooth is a property. A smooth material is not rough or bumpy.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the plastic bucket is smoother. If you touch a plastic bucket, it will not feel rough or bumpy. The answer is A.",
+    "16002": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B.",
+    "16004": "The answer is B.",
+    "16010": "Sacramento is the capital of California. The answer is B.",
+    "16011": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers. Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is younger:\nThe insect fossil is in a shallower layer in the rock sequence than the ginkgo leaf fossil. So, the insect fossil is most likely younger than the ginkgo leaf fossil. The answer is B.",
+    "16012": "This country is Jamaica. The answer is A.",
+    "16015": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince hole is between the guide words hello - hire, it would be found on that page. The answer is A.",
+    "16016": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nAbout half of the days each year are partly cloudy in Honolulu, Hawaii.\nThis passage tells you about the usual pattern of clouds in Honolulu. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A.",
+    "16025": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A whiptail lizard is a reptile. Like other reptiles, a whiptail lizard is a vertebrate. It has a backbone.\nA minnow is a fish. Like other fish, a minnow is a vertebrate. It has a backbone.\nA cricket is an insect. Like other insects, a cricket is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA cockatoo is a bird. Like other birds, a cockatoo is a vertebrate. It has a backbone. The answer is C.",
+    "16026": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Arizona is farthest west. The answer is D.",
+    "16027": "Look at the definitions.\nPutting the definitions together, an independent city-state is a self-ruling city with its own government. So, a city-state rules itself and is not part of a larger country.\nThe ancient Greeks called a city-state a polis, which was the ancient Greek word for city. Today, the root word \"polis\" is in the name of many cities, such as Minneapolis in Minnesota or Annapolis in Maryland. The answer is B.",
+    "16035": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid. An arrowhead is a solid. A solid has a size and shape of its own.\nAn arrowhead is made of rock. The answer is A.",
+    "16042": "Raleigh is the capital of North Carolina. The answer is D.",
+    "16045": "Cheyenne is the capital of Wyoming. The answer is D.",
+    "16046": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence asks something, and it ends with a question mark. It is an interrogative sentence. The answer is B.",
+    "16048": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A.",
+    "16049": "A force is a push or a pull that one object applies to a second object.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The boy applies a force to the cart to move it forward. The direction of this force is away from the boy. This force is a push. The answer is B.",
+    "16050": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "16057": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Pollyanna is literature.\nThe character Pollyanna, from Eleanor Porter's children's book, is a young girl who finds good in everything and everyone.\nThe allusion Pollyanna means an overly optimistic person. The answer is A.",
+    "16063": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "16067": "Look at the table and images.\nKrysta wants broccoli. Malik wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D.",
+    "16069": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The first sentence is less formal. You can tell because it uses overly simple or imprecise language (gets, a lot).\nThe second sentence uses more precise language, so it is more formal overall. The answer is B.",
+    "16106": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the Gobi Desert has long, cold winters. It also has a small amount of rain or snow. The answer is A.",
+    "16113": "Look at the map of the Mongol Empire.\nThe Mongol Empire controlled a vast area of land. The map shows that the Mongol Empire ruled over most of Asia and parts of Europe.\nThe answer is A.",
+    "16115": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Asia. The answer is C.",
+    "16118": "Salem is the capital of Oregon. The answer is C.",
+    "16119": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses conversational language (real quick).\nThe first sentence uses formal language in place of the conversational language, so it is more formal overall. The answer is B.",
+    "16122": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince soil is between the guide words silver - strait, it would be found on that page. The answer is A.",
+    "16126": "These are two ways in which fruit bats are different from most other animals:\nThey can communicate about specific problems.\nThe text tells you that Egyptian fruit bats have a very complex way of talking to one another. In fact, they are one of the few species that will direct calls to another individual. Most animals make calls to their entire group.\nThey can understand some human speech.\nSome species of bats can understand some human speech. For example, they may be able to identify the location of a food source when a person speaks to them. However, the text does not support this claim. It does not mention fruit bats being able to understand human speech. The answer is B.",
+    "16127": "Boston is the capital of Massachusetts. The answer is D.",
+    "16139": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nNothing I love more shows verbal irony because Mr. Fowler is probably upset that there isn't anything to eat. The answer is A.",
+    "16141": "This country is the Federated States of Micronesia. The answer is D.",
+    "16145": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Georgia is farthest east. The answer is A.",
+    "16147": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "16156": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The second sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction when.\nDeion was playing the piano in the living room when Dad called him for dinner. The answer is A.",
+    "16162": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA soft object changes shape when pressed or squeezed. The towel is soft.\nA bouncy object will bounce back from the floor if you drop it. The towel is not bouncy. The answer is A.",
+    "16169": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A great gray owl's scientific name is Strix nebulosa. The first word of its scientific name is Strix.\nCyanocitta cristata is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta cristata and Strix nebulosa are not in the same genus.\nStrix aluco is in the genus Strix. The first word of its scientific name is Strix. So, Strix aluco and Strix nebulosa are in the same genus.\nCyanocitta stelleri is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta stelleri and Strix nebulosa are not in the same genus. The answer is B.",
+    "16180": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is C.",
+    "16182": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine Zuri's phenotype for the coat pattern trait. First, consider the alleles in Zuri's genotype for the coat pattern gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for a spotted coat (A) is dominant over the allele for a black coat (a). This means A is a dominant allele, and a is a recessive allele.\nZuri's genotype of Aa has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Zuri's phenotype for the coat pattern trait must be a spotted coat. The answer is A.",
+    "16183": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers. Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe insect fossil is in a deeper layer in the rock sequence than the ginkgo leaf fossil. So, the insect fossil is most likely older than the ginkgo leaf fossil. The answer is A.",
+    "16186": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. All three oranges have the same mass but different temperatures. Since the 68\u00b0F orange is the hottest, it has the most thermal energy. The answer is C.",
+    "16193": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a small beach bucket is 5 gallons.\n5 fluid ounces and 5 cups are both too little. The answer is C.",
+    "16196": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the golden dart frog.\nThe golden dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the golden dart frog is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe lichen katydid has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators.\nThe sharpnose-puffer has a poisonous body with gray and brown skin. Its skin is not adapted to be a warning sign that wards off predators. The answer is A.",
+    "16199": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells about something, and it ends with a period. It is a declarative sentence. The answer is C.",
+    "16203": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds. The words fine and pail rhyme. They both end with the ail sound.\nThe word nine does not rhyme. It ends with a different sound. The answer is C.",
+    "16209": "An object's velocity describes its speed and its direction.\nAn object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:\nmoving in a straight line at a constant speed, or\nremaining motionless.\nIf an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:\nspeeding up,\nslowing down, or\nchanging direction. The sailboat is speeding up. So, the sailboat is accelerating. The answer is A.",
+    "16213": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is B.",
+    "16219": "Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.\nThe food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.\nConsumers eat other organisms. There can be several kinds of consumers in a food chain:\nA primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.\nA secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.\nA tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.\nA top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer! In this food chain, the katydid is a primary consumer because it eats a producer. The producer in this food chain is the grass. The answer is C.",
+    "16221": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is C.",
+    "16223": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is A.",
+    "16235": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town. The text uses a metaphor, comparing two things that are not actually alike without using like or as.\nThe metaphor Amanda felt a roller coaster of emotions suggests that Amanda had varied feelings. A roller coaster has a dramatic mix of ups and downs, and so do Amanda's feelings. The answer is B.",
+    "16240": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury The ad appeals to logos, or reason. It mentions the results of studies and focuses on the nutritional value of the smart snack. The answer is B.",
+    "16242": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Plagioclase has all the properties of a mineral. So, plagioclase is a mineral. The answer is B.",
+    "16243": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. An avocado tree is a plant. It has green leaves.\nThe leaves of avocado trees can be up to 18 inches long!\nA cobra is an animal. It eats small animals.\nCobras have fangs which they use to bite their prey. The answer is B.",
+    "16245": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony. The answer is B.",
+    "16246": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine Skip's phenotype for the horns trait. First, consider the alleles in Skip's genotype for the horns gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for having horns (h) is recessive to the allele for not having horns (H). This means H is a dominant allele, and h is a recessive allele.\nSkip's genotype of Hh has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Skip's phenotype for the horns trait must be not having horns. The answer is A.",
+    "16252": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Jaden can't be trusted with money, because his uncle embezzled money. However, even though his uncle couldn't be trusted with money, that doesn't necessarily mean that Jaden can't be trusted with it. This illustrates a type of logical fallacy known as guilt by association. The answer is B.",
+    "16253": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAs tidy as an overgrown garden shows verbal irony because an overgrown garden is not tidy. The answer is B.",
+    "16276": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B.",
+    "16279": "Providence is the capital of Rhode Island. The answer is C.",
+    "16293": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Atlantic Ocean. The answer is A.",
+    "16297": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. The Nile tilapia fish's genotype for the body color gene is bb. The Nile tilapia fish's genotype of bb has only b alleles. The b allele is for a pink body. So, the Nile tilapia fish's phenotype for the body color trait must be a pink body.\nTo check this answer, consider whether the Nile tilapia fish's alleles are dominant or recessive. The allele for a pink body (b) is recessive to the allele for a greenish-brown body (B). This means B is a dominant allele, and b is a recessive allele.\nThe Nile tilapia fish's genotype of bb has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the Nile tilapia fish's phenotype for the body color trait must be a pink body. The answer is B.",
+    "16301": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Daffodil's genotype for the horns gene is hh. Daffodil's genotype of hh has only h alleles. The h allele is for having horns. So, Daffodil's phenotype for the horns trait must be having horns.\nTo check this answer, consider whether Daffodil's alleles are dominant or recessive. The allele for having horns (h) is recessive to the allele for not having horns (H). This means H is a dominant allele, and h is a recessive allele.\nDaffodil's genotype of hh has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Daffodil's phenotype for the horns trait must be having horns. The answer is B.",
+    "16304": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Eclogite does not have all the properties of a mineral. So, eclogite is not a mineral. The answer is A.",
+    "16315": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses overly simple or imprecise language (come, other events).\nThe first sentence uses more precise language, so it is more formal overall. The answer is A.",
+    "16319": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nIt was snowing in London on January 1, 1969.\nThis passage tells you about the precipitation in London on January 1, 1969. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A.",
+    "16325": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. The pea plant's observable version of the pea color trait is green peas. So, the plant's phenotype for the pea color trait is green peas. The answer is A.",
+    "16326": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses a pun, a word or phrase that humorously suggests more than one meaning.\nHurdle refers to an obstacle that one must overcome. It also refers to an object that a runner jumps over. The answer is B.",
+    "16327": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the newspaper.\n\"This morning, the newspaper said that Lucy Morton won the mayoral election in Allenville,\" Josh remarked to his sister. The answer is B.",
+    "16338": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Stretchy is a property. A stretchy material gets longer when you pull on it.\nLook at each picture, one at a time. Imagine pulling on the material shown in each picture.\nOf the choices, the rubber balloons would stretch the most. If you pull on a rubber balloon, it will get longer. The answer is B.",
+    "16339": "Evidence is information that tells you something happened.\nHow do you look for evidence of a change to an object's kinetic energy?\nFirst, think about what was done to the object.\nThen, think about how the object's kinetic energy changed as a result.\nThe answer is A.",
+    "16340": "Rick wanted broccoli in his lunch and Felix was hoping for tomatoes. Look at the labeled part of the images.\nRick has tomatoes. Felix has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is A.",
+    "16347": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Blaze's genotype for the horns gene is hh. Blaze's genotype of hh has only h alleles. The h allele is for having horns. So, Blaze's phenotype for the horns trait must be having horns.\nTo check this answer, consider whether Blaze's alleles are dominant or recessive. The allele for not having horns (H) is dominant over the allele for having horns (h). This means H is a dominant allele, and h is a recessive allele.\nBlaze's genotype of hh has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Blaze's phenotype for the horns trait must be having horns. The answer is B.",
+    "16348": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a bowl of ice cream is 35\u00b0F.\n35\u00b0C is too hot. The answer is A.",
+    "16356": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony. The answer is C.",
+    "16366": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the Eurasian spoonbill.\nLong legs help the Eurasian spoonbill keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe shoebill has long, thin legs. Its legs are adapted for wading.\nThe satin bowerbird has short legs. Its legs are not adapted for wading. The satin bowerbird uses its legs to walk and perch. The answer is A.",
+    "16372": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A gray wolf is a mammal. It has fur and feeds its young milk.\nA Hermann's tortoise is a reptile. It has scaly, waterproof skin. The answer is A.",
+    "16374": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The first sentence is less formal. You can tell because it uses a contraction (didn't).\nThe second sentence does not use a contraction, so it is more formal. The answer is B.",
+    "16379": "This country is the Dominican Republic.\nWhy does the Dominican Republic share its island with another country?\nThe Dominican Republic and Haiti share the island of Hispaniola. It is home to the earliest European settlements in the Americas. Christopher Columbus founded the first European settlement on the island in 1492 during his first voyage across the Atlantic.\nThough many people lived on the island before Columbus's arrival, European countries quickly began to colonize the island. Eventually France and Spain both established colonies. The Spanish colony eventually became the country of the Dominican Republic, and the French colony eventually became the country of Haiti. Today, people in the two countries speak different languages and have many cultural differences. The answer is A.",
+    "16380": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the door.\nThe door is made of two different materials. The answer is B.",
+    "16384": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses terribly in its traditional sense: in a terrible manner.\nNick shivered terribly as he gazed at the snow-clad slope. After calming his nerves, he began his descent.\nThe first text uses terribly in its nontraditional sense: extremely; very.\nNick shivered as he gazed at the terribly steep, snowy slope. After calming his nerves, he began his descent.\nMost style guides recommend to use the traditional sense of the word terribly because it is considered more standard. The answer is B.",
+    "16387": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B.",
+    "16395": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Dalton either voted for Sofia or he hates her. However, Dalton could have voted for someone he considers a better candidate while still liking Sofia. This illustrates a type of logical fallacy known as a false dichotomy. The answer is B.",
+    "16396": "Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.\nA poem rhymes when it has a pattern of words that end in the same sound.\nEnd rhyme is when the rhymes appear at the end of a poem's lines.\nLittle Betty Blue,\nLost her holiday shoe.\n\u2014From Mother Goose\nInternal rhyme is when at least one of the rhyming words appears inside the poem's lines.\nSweet dreams of pleasant streams.\n\u2014From William Blake, \"A Cradle Song\"\nRhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nThe syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Old Bridge\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.\nRepetition is when words, phrases, or whole lines are repeated.\nThe dainty flying squirrel\nIn vest of shining white,\nIn coat of silver gray,\nAnd vest of shining white.\n\u2014Adapted from Mary E. Burt, \"The Flying Squirrel\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\" This poem uses end rhyme. Its rhymes come at the end of its lines.\nCaterpillar in a hurry,\nTake your walk To the shady leaf, or stalk,\nOr what not,\nWhich may be the chosen spot. The answer is A.",
+    "16402": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince strife is not between the guide words sold - swell, it would not be found on that page. The answer is B.",
+    "16410": "Jefferson City is the capital of Missouri. The answer is C.",
+    "16419": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "16421": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of the Amazon River is 4,000 miles.\n4,000 inches, 4,000 feet, and 4,000 yards are all too short. The answer is C.",
+    "16422": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes for a pot of water to start boiling on a hot stove is 10 minutes.\n10 hours is too slow. The answer is B.",
+    "16424": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C.",
+    "16432": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A moon jellyfish is an invertebrate. It has a soft body.\nA fly is an insect. Like other insects, a fly is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA ladybug is an insect. Like other insects, a ladybug is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA greater flamingo is a bird. Like other birds, a greater flamingo is a vertebrate. It has a backbone. The answer is C.",
+    "16434": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A.",
+    "16436": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the hat.\nThe hat is made of two materials. The band around the hat is made of leather. The rest of the hat is made of wool.\nWool comes from the fluffy coats of sheep! First, a farmer cuts the sheep's coats. Then, the wool is spun into yarn. The yarn can be dyed and used to make clothes. The answer is A.",
+    "16437": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks. This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.\nThe Gullah Geechee Heritage Corridor, which stretches from the Cape Fear River in North Carolina to the St. John's River in Florida, was established by Congress to recognize and preserve the cultural and historical contributions of the descendants of the West African slaves brought to the United States around the 1700 s. The answer is A.",
+    "16440": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Saturnalia is Roman history.\nThe Saturnalia was a festival in ancient Rome, held in December. It was a time of feasting, gift-giving, and revelry.\nThe allusion Saturnalia means a time of unrestrained revelry. The answer is B.",
+    "16444": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in London, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Nov\" is incorrect.\nJuly has an average monthly precipitation of about 80 millimeters. All other months have a higher average precipitation. So, July has the lowest average precipitation. The answer is B.",
+    "16446": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to play basketball. Instead, some people learn how to play basketball. Playing the sport takes practice. So, playing basketball is an acquired trait. The answer is A.",
+    "16456": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is C.",
+    "16459": "The colony is Pennsylvania. The answer is A.",
+    "16469": "Look at the underlined parts of the table.\nAll the words that use the root \"ante\" mean to come before something else. So, the root ante means \"before.\"\nAll the words that use the root \"bellum\" mean to fight or cause war.So, the root bellum means \"war.\"\nSo, the word \"antebellum\" means \"before the war.\" The antebellum period is named for the war that followed it: the Civil War. The answer is B.",
+    "16470": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A great egret's scientific name is Ardea alba. The first word of its scientific name is Ardea.\nCaprimulgus europaeus is in the genus Caprimulgus. The first word of its scientific name is Caprimulgus. So, Caprimulgus europaeus and Ardea alba are not in the same genus.\nTyto alba and Ardea alba are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Tyto alba and Ardea alba have the same species name within their genus, alba. But the first words of their scientific names are different. Tyto alba is in the genus Tyto, and Ardea alba is in the genus Ardea.\nThis organism and the great egret are in the same genus and the same species! Both organisms have the same scientific name, Ardea alba. The answer is C.",
+    "16471": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a salt shaker is 45 milliliters.\n45 liters is too much. The answer is A.",
+    "16476": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a bowl of soup is 285 milliliters.\n285 liters is too much. The answer is B.",
+    "16477": "The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:\nAt a transform boundary, two plates are sliding past each other.\nAt a convergent boundary, two plates are moving toward each other.\nAt a divergent boundary, two plates are moving away from each other.\ndivergent plate boundary\nWhen plates at a divergent boundary move apart, cracks form in the crust along the boundary. Melted rock rises from below the crust to fill these cracks. As the melted rock cools and hardens, it becomes new oceanic crust.\nNewer oceanic crust weighs less than older oceanic crust. So, the crust on either side of the boundary rises up higher than the older crust that is farther from the boundary. This difference in elevation creates a mid-ocean ridge, or underwater mountain chain. Between the two plates, there may be a deep rift valley. To figure out what type of plate boundary formed the Thingvellir Rift Valley, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.\nIn Iceland, parts of the Mid-Atlantic Ridge are above sea level. The Thingvellir Rift Valley is one example. This rift valley began to form as the North American Plate and the Eurasian Plate moved away from each other. In this picture, you can see the gap that formed during a major plate movement along the rift. Gaps such as this form when the two plates move apart, creating a large crack in the crust. The last time this happened in the Thingvellir Rift Valley was in the spring of 1789. Since then, a walking path was built along the rift valley to allow park visitors to walk along the rift.\nThe underlined part of the passage explains that the Thingvellir Rift Valley formed as the two plates moved away from each other, or diverged. So, the Thingvellir Rift Valley formed at a divergent boundary. The answer is A.",
+    "16485": "The answer is A.",
+    "16493": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night. The text includes a simile, using like or as to compare two things that are not actually alike.\nThe simile like the parched earth during a drought suggests that Nora's hands were dry and cracked. A drought is a period without rain; the ground during a drought can become hard and cracked. The answer is A.",
+    "16496": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince frame is between the guide words feast - foreign, it would be found on that page. The answer is A.",
+    "16499": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds. The words reach and twin rhyme. They both end with the in sound.\nThe word beach does not rhyme. It ends with a different sound. The answer is C.",
+    "16501": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing. A continuum scale compares things by ordering them along a line. This continuum scale compares the average weights of the eggs of several birds.\nBirds with lighter eggs are shown to the left. Birds with heavier eggs are shown to the right. The answer is A.",
+    "16505": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the Arctic fox.\nDuring the winter, the Arctic fox has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe camel has sand-colored fur covering its skin. It is adapted to be camouflaged in the sand.\nThe short-tailed weasel has white fur covering its body. It is adapted to be camouflaged in the snow. The answer is B.",
+    "16506": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C.",
+    "16510": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA hard object does not change shape when pressed or squeezed. All three objects are hard.\nA flexible object can be folded or bent without breaking easily. The sandpaper is flexible, but the potato sack and the feather are not.\nA scratchy object is rough and itchy against your skin. The sandpaper is scratchy, but the potato sack and the feather are not.\nThe property that all three objects have in common is hard. The answer is B.",
+    "16522": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Rhizophora mangle is a plant. Plants are made up of many cells. The answer is A.",
+    "16528": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks. This is a run-on sentence. It is formed from two sentences run together, joined without punctuation.\nRoman gladiators consumed more calcium than everyday Roman citizens the source of that calcium may have been the ashes of burned plants.\nHere is one way to fix the run-on sentence:\nRoman gladiators consumed more calcium than everyday Roman citizens; the source of that calcium may have been the ashes of burned plants. The answer is B.",
+    "16534": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom the ball is in his court suggests that Dylan needs to act next. In tennis, when the ball is in a player's court, it is that person's turn. The answer is A.",
+    "16535": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is A.",
+    "16536": "Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.\nA line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures. To describe the average temperature trends in Dubai, look at the graph.\nChoice \"May\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Sep\" is incorrect.\nChoice \"Nov\" is incorrect.\nChoice \"Jan\" is incorrect.\nThe average temperatures in May, June, July, August, and September are all 30\u00b0C or higher. So, May through September have average temperatures of 30\u00b0C or higher. The answer is B.",
+    "16542": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A mosquito is an insect. Like other insects, a mosquito is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA Christmas tree worm is a worm. Like other worms, a Christmas tree worm is an invertebrate. It does not have a backbone. It has a soft body.\nLike other jellyfishes, a moon jellyfish is an invertebrate. It does not have a backbone. It has a soft body.\nA bald eagle is a bird. Like other birds, a bald eagle is a vertebrate. It has a backbone. The answer is D.",
+    "16544": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a sunflower seed is 15 millimeters.\n15 centimeters, 15 meters, and 15 kilometers are all too long. The answer is A.",
+    "16546": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles. The answer is A.",
+    "16557": "There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence is a statement and ends with a period. It is a declarative sentence. The answer is C.",
+    "16566": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a pair of boots is 4 pounds.\n4 ounces is too light and 4 tons is too heavy. The answer is B.",
+    "16574": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine Captain's phenotype for the cheek color trait. First, consider the alleles in Captain's genotype for the cheek color gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for bright orange cheeks (R) is dominant over the allele for pale orange cheeks (r). This means R is a dominant allele, and r is a recessive allele.\nCaptain's genotype of Rr has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Captain's phenotype for the cheek color trait must be bright orange cheeks. The answer is A.",
+    "16578": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a carton of orange juice is 65 fluid ounces.\n65 cups and 65 gallons are both too much. The answer is B.",
+    "16580": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Shane wants or needs:\nShane will spend more ride tickets on the super starship than he would have spent on the Ferris wheel. The answer is A.",
+    "16581": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of a full box of cereal is 460 grams.\n460 kilograms is too heavy. The answer is A.",
+    "16585": "Nashville is the capital of Tennessee. The answer is D.",
+    "16586": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. The population of Milford fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Milford has gone up. So, the supply of houses for sale probably went up, too. The answer is B.",
+    "16592": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Atlantic Ocean. The answer is A.",
+    "16593": "Olympia is the capital of Washington. The answer is B.",
+    "16595": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers. Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe insect fossil is in a deeper layer in the rock sequence than the fern fossil. So, the insect fossil is most likely older than the fern fossil. The answer is B.",
+    "16599": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony. The answer is C.",
+    "16601": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the chimpanzee.\nThe chimpanzee uses its long limbs to reach branches while climbing. It uses its fingers and toes to grab the branches.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe lar gibbon has long limbs with fingers and toes. Its limbs are adapted for climbing trees.\nThe California sea lion has flippers. Its limbs are not adapted for climbing trees. The California sea lion uses its flippers to swim underwater. The answer is B.",
+    "16606": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A reticulated python's scientific name is Python reticulatus.\nNerodia cyclopion does not have the same scientific name as a reticulated python. So, Python reticulatus and Nerodia cyclopion are not in the same species.\nPython reticulatus has the same scientific name as a reticulated python. So, these organisms are in the same species.\nMorelia viridis does not have the same scientific name as a reticulated python. So, Python reticulatus and Morelia viridis are not in the same species. The answer is A.",
+    "16608": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. The air inside a soccer ball is a gas. A gas expands to fill a space.\nThe air inside a soccer ball expands to fill all the space inside the ball. If air leaks out, it will expand into the space around the ball. The answer is B.",
+    "16610": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. None of the objects are transparent.\nA fuzzy object is covered in soft hair. The slide and the velcro are not fuzzy.\nA smooth object is not scratchy or rough. All three objects are smooth.\nThe property that all three objects have in common is smooth. The answer is B.",
+    "16622": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Pepe's genotype for the ear type gene is EE. Pepe's genotype of EE has only E allelles. The E allele is for normal ears. So, Pepe's phenotype for the ear type trait must be normal ears.\nTo check this answer, consider whether Pepe's alleles are dominant or recessive. The allele for dumbo ears (e) is recessive to the allele for normal ears (E). This means E is a dominant allele, and e is a recessive allele.\nPepe's genotype of EE has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Pepe's phenotype for the ear type trait must be normal ears. The answer is B.",
+    "16623": "The answer is B.",
+    "16626": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to play the viola. Instead, some people learn how to play. So, playing the viola is an acquired trait. The answer is A.",
+    "16629": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy.\nBecause the particles in both samples have the same average kinetic energy, the samples must have the same temperature. The answer is B.",
+    "16630": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince postage is between the guide words pave - primary, it would be found on that page. The answer is B.",
+    "16639": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Honey's observable version of the fur length trait is long fur. So, Honey's phenotype for the fur length trait is long fur. The answer is B.",
+    "16642": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a bottle of cough syrup is 10 fluid ounces.\n10 cups and 10 gallons are both too much. The answer is B.",
+    "16649": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Flopsy's observable version of the fur length trait is long fur. So, Flopsy's phenotype for the fur length trait is long fur. The answer is B.",
+    "16651": "There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence is a statement and ends with a period. It is a declarative sentence. The answer is A.",
+    "16658": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. Look at the picture of the turkey vulture.\nThe turkey vulture has a sharp hooked beak. Its beak is adapted to tear through meat. The sharp hook can help the turkey vulture cut the meat into pieces it can swallow.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe bateleur has a sharp hooked beak. Its beak is adapted to tear through meat.\nThe roseate spoonbill has a long spoon-shaped beak. Its beak is not adapted to tear through meat. The roseate spoonbill uses its beak to filter through mud for invertebrates and small fish. The answer is A.",
+    "16659": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. The fruit fly's observable version of the antenna type trait is mutated antennae. So, the fly's phenotype for the antenna type trait is mutated antennae. The answer is B.",
+    "16660": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. All three glasses of orange juice have the same mass but different temperatures. Since the 26\u00b0C glass of orange juice is the hottest, it has the most thermal energy. The answer is A.",
+    "16662": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Scylla and Charybdis is Greek mythology.\nIn Greek mythology, Scylla and Charybdis were two sea monsters located on either side of a narrow strait in the Mediterranean Sea.\nThe allusion Scylla and Charybdis means a pair of distasteful alternatives. The answer is B.",
+    "16665": "Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.\nOther animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. A bess beetle is an insect. Like other insects, a bess beetle does not have a backbone. It has a hard outer cover.\nA minnow is a fish. Like other fish, a minnow has a backbone. The answer is A.",
+    "16673": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. An eastern newt is an amphibian. It has moist skin and begins its life in water.\nA black howler is a mammal. It has hair and feeds its young milk. The answer is B.",
+    "16678": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nMetal turning less shiny over time is called tarnishing. A penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull.\nA dinosaur bone turning into rock is a chemical change. Over millions of years, the bone gets covered by minerals. The minerals form rock.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C.",
+    "16680": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Europe. The answer is A.",
+    "16683": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C.",
+    "16685": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Luddite is British history.\nIn the early nineteenth century, factories were replacing the jobs of craftsmen. Some of these craftsmen banded together to destroy the new machinery; those who did so were called Luddites.\nThe allusion Luddite means a person opposed to new technology. The answer is B.",
+    "16689": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "16693": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses onomatopoeia, a word that expresses a sound.\nHum represents the sound the computer was making. The answer is A.",
+    "16695": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A movie should be in italics.\nThe correct title is **What Love Is For**. The answer is B.",
+    "16699": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the kelp.There is one path matter can take from the kelp to the sea cucumber: kelp->sea urchin->sea cucumber. There is one path matter can take from the kelp to the plainfin midshipman: kelp->zooplankton->plainfin midshipman. zooplankton. There are two paths matter can take from the kelp to the zooplankton: kelp->zooplankton. kelp->sea urchin->zooplankton. The answer is B.",
+    "16708": "This country is Tonga. The answer is B.",
+    "16720": "Juneau is the capital of Alaska. The answer is C.",
+    "16723": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether oxygen is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of oxygen is composed of one oxygen atom. So, oxygen is an elementary substance.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that oxygen is an elementary substance. So, oxygen is a substance that is composed of only one chemical element. The answer is A.",
+    "16725": "Oklahoma City is the capital of Oklahoma. The answer is D.",
+    "16727": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the air on a cold, rainy day is 43\u00b0F.\n43\u00b0C is too hot. The answer is B.",
+    "16728": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. She sings our favorite song, we clap for her is a run-on sentence. It has two sentences that are joined by just a comma: She sings our favorite song and We clap for her. The answer is B.",
+    "16731": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is B.",
+    "16733": "Amphibians have moist skin and begin their lives in water. A California toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA fruit bat is a mammal. It has hair and feeds its young milk.\nFruit bats eat fruit and drink nectar from flowers. They have special teeth to help them bite through fruit skins.\nA bald eagle is a bird. It has feathers, two wings, and a beak.\nBald eagles live in trees near water. They build nests that can be up to 13 feet wide!\nA hippopotamus is a mammal. It has hair and feeds its young milk.\nHippopotamuses keep cool by lying in mud or water. The answer is B.",
+    "16737": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the newspaper.\n\"This morning, the newspaper said that Megan Williamson won the mayoral election in Belmont,\" Eddie remarked to his sister. The answer is A.",
+    "16738": "During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? The writer could best improve his or her narrative voice by adding dialogue.\nFor example, the writer could replace the underlined sentences with exchanges between Coach Carey and Wyatt.\nDuring our last game, our pitcher Wyatt suddenly grabbed his wrist after throwing a fastball. Coach Carey asked him if he was OK, and Wyatt said that it hurt. None of us knew what was wrong with him and he was whisked off to the doctor, who ultimately diagnosed a forearm strain and wrist tendinitis. After three weeks of rehabilitation, Wyatt finally returned. Coach Carey said he was glad Wyatt was back, and Wyatt said he was happy and relieved. The answer is A.",
+    "16744": "The colony is New Jersey. The answer is C.",
+    "16746": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers. Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is younger:\nThe feather fossil is in a shallower layer in the rock sequence than the palm leaf fossil. So, the feather fossil is most likely younger than the palm leaf fossil. The answer is B.",
+    "16751": "Indianapolis is the capital of Indiana. The answer is A.",
+    "16754": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. All three meatballs have the same mass but different temperatures. Since the 20\u00b0C meatball is the coldest, it has the least thermal energy. The answer is C.",
+    "16756": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Falstaffian is Shakespeare.\nSir John Falstaff, a comical character in several of William Shakespeare's plays, is known for his cheerful sociability and sometimes off-color humor.\nThe allusion Falstaffian means characterized by joviality and enjoyment of food and drink. The answer is A.",
+    "16762": "Oklahoma City is the capital of Oklahoma. The answer is A.",
+    "16772": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Nutmeg's observable version of the fur color trait is dark fur. So, Nutmeg's phenotype for the fur color trait is dark fur. The answer is A.",
+    "16773": "This state is Washington. The answer is B.",
+    "16777": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses an idiom (to die for).\nThe first sentence uses formal language in place of the idiom, so it is more formal overall. The answer is A.",
+    "16784": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait. The answer is A.",
+    "16788": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Stretchy is a property. A stretchy material gets longer when you pull on it.\nLook at each picture, one at a time. Imagine pulling on the material shown in each picture.\nOf the choices, the cotton head band would stretch the most. If you pull the ends of a cotton headband, it will get longer. The answer is C.",
+    "16797": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "16802": "An object's velocity describes its speed and its direction.\nAn object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:\nmoving in a straight line at a constant speed, or\nremaining motionless.\nIf an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:\nspeeding up,\nslowing down, or\nchanging direction. The bowl is remaining motionless. So, the bowl has a constant velocity. The answer is B.",
+    "16806": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a leather belt is 31 inches.\n31 feet, 31 yards, and 31 miles are all too long. The answer is A.",
+    "16810": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nWell-fed is an indirect way of saying overweight. The answer is A.",
+    "16811": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is B.",
+    "16812": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. The fruit fly has one allele for red eyes (E) and one allele for brown eyes (e). So, the fly's genotype for the eye color gene is Ee. The answer is A.",
+    "16816": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Grandma Lucy is capitalized because it is a proper noun. The answer is B.",
+    "16818": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that if Kira doesn't go to the speaker's birthday party, it means that she hates the speaker. However, there may be a number of reasons why Kira wouldn't go to the party. This illustrates a type of logical fallacy known as a false dichotomy. The answer is B.",
+    "16822": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?\nThe number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.\nThere are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.\nThere are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. The better estimate for the length of a bench is 10 feet.\n10 yards is too long. The answer is A.",
+    "16824": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nMobile, Alabama, had high humidity over the weekend.\nHumidity is the amount of water in the air.\nThis passage tells you about the humidity in Mobile, Alabama, over the weekend. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A.",
+    "16827": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRon The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B.",
+    "16836": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. Floods destroyed the cough drop factories in Fairfax. The number of producers of cough drops went down. So, the supply of cough drops will probably go down. The answer is A.",
+    "16837": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. All three crayons have the same mass but different temperatures. Since the 15\u00b0C crayon is the hottest, it has the most thermal energy. The answer is A.",
+    "16840": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. The pea plant's genotype for the pod color gene is DD. The pea plant's genotype of DD has only D allelles. The D allele is for green pods. So, the pea plant's phenotype for the pod color trait must be green pods.\nTo check this answer, consider whether the pea plant's alleles are dominant or recessive. The allele for yellow pods (d) is recessive to the allele for green pods (D). This means D is a dominant allele, and d is a recessive allele.\nThe pea plant's genotype of DD has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the pea plant's phenotype for the pod color trait must be green pods. The answer is B.",
+    "16841": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. There are seven continents on earth, South America is one of them is a run-on sentence. It has two sentences that are joined by just a comma: There are seven continents on earth and South America is one of them. The answer is A.",
+    "16852": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Gives the baby a bath is a sentence fragment. It is missing a subject. The answer is A.",
+    "16854": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A great egret's scientific name is Ardea alba. The first word of its scientific name is Ardea.\nTyto alba and Ardea alba are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Tyto alba and Ardea alba have the same species name within their genus, alba. But the first words of their scientific names are different. Tyto alba is in the genus Tyto, and Ardea alba is in the genus Ardea.\nDiodon nicthemerus is in the genus Diodon. The first word of its scientific name is Diodon. So, Diodon nicthemerus and Ardea alba are not in the same genus.\nThis organism and the great egret are in the same genus and the same species! Both organisms have the same scientific name, Ardea alba. The answer is A.",
+    "16855": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. You can tell whether silver is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for silver contains one atomic symbol: Ag. So, the formula tells you that silver is composed of only one chemical element.\nSince silver is composed of only one chemical element, silver is an elementary substance. The answer is A.",
+    "16861": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses onomatopoeia, a word that expresses a sound.\nTinkle represents the sound of the bells. The answer is B.",
+    "16868": "The colony is Maryland. The answer is B.",
+    "16873": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Vijay wants or needs:\nA cost is a value that is given up or spent. When Vijay makes vegetable soup, he will spend more time making the soup than he would have spent making the egg drop soup. The answer is A.",
+    "16878": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B.",
+    "16879": "Salem is the capital of Oregon. The answer is A.",
+    "16881": "Joey wanted broccoli in his lunch and Darell was hoping for tomatoes. Look at the labeled part of the images.\nJoey has tomatoes. Darell has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is D.",
+    "16883": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Texas is farthest south. The answer is A.",
+    "16886": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Ringo's genotype for the fur color gene is ff. Ringo's genotype of ff has only f alleles. The f allele is for brown fur. So, Ringo's phenotype for the fur color trait must be brown fur.\nTo check this answer, consider whether Ringo's alleles are dominant or recessive. The allele for brown fur (f) is recessive to the allele for black fur (F). This means F is a dominant allele, and f is a recessive allele.\nRingo's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Ringo's phenotype for the fur color trait must be brown fur. The answer is B.",
+    "16903": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. The two bowls of oatmeal have the same mass but different temperatures. Since the 35\u00b0C bowl of oatmeal is colder than the 40\u00b0C bowl of oatmeal, it has less thermal energy. The answer is A.",
+    "16917": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism between jobs means that Ava is unemployed. The answer is B.",
+    "16930": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun his could refer to Ken or his brother.\nThe first answer choice shows a possible correction for the vague pronoun reference. His has been replaced with Ken's.\nDid Ken and his brother look through the user manual before trying to fix Ken's computer? The answer is A.",
+    "16932": "Flowering plants, called angiosperms, use their flowers for sexual reproduction.\nFlowers can have male parts, female parts, or both! The male part is called the stamen, and the female part is called the pistil.\nBoth the male and female parts are needed for sexual reproduction. The female part produces eggs, and the male part produces pollen. Pollen contains cells that become sperm.\nPollination happens when pollen lands on top of the pistil. Self-pollination happens when a plant with both male and female parts pollinates itself. Cross-pollination happens when pollen from one plant lands on the pistil of a flower on a different plant. Animals, including birds and insects, can be pollinators. Many pollinators come to flowers to get food. As a pollinator feeds, it moves pollen from one flower to another.\nAfter pollination, sperm from the pollen fuse with eggs. This is called fertilization. The fertilized eggs then grow into seeds. When a seed lands on the ground, it can germinate and grow into a new plant.\nThe new plant can grow flowers and begin the angiosperm plant life cycle again. Sperm cells are male cells. The sperm cells in the pollen fuse with the eggs. This is called fertilization.\nFemale cells do not produce pollen. The answer is B.",
+    "16935": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The pinwheel is not translucent.\nA colorful object has one or more bright colors. The pinwheel is colorful. The answer is B.",
+    "16936": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses an idiom (like pulling teeth).\nThe first sentence uses formal language in place of the idiom, so it is more formal overall. The answer is B.",
+    "16939": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine Chance's phenotype for the fur texture trait. First, consider the alleles in Chance's genotype for the fur texture gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for rough fur (F) is dominant over the allele for soft fur (f). This means F is a dominant allele, and f is a recessive allele.\nChance's genotype of Ff has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Chance's phenotype for the fur texture trait must be rough fur. The answer is B.",
+    "16947": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2. The answer is C.",
+    "16951": "Plant and animal cells have many parts in common, but not all. This table shows some of their similarities and differences.\nCell part | Plant cell | Animal cell\ncell wall | yes | no\ncell membrane | yes | yes\ncytoplasm | yes | yes\nmitochondria | yes | yes\nvacuole | yes | yes\nchloroplasts | yes | no\nnucleus | yes | yes\nchromosomes | yes | yes\nThink about how plant and animal cells are different:\nPlant cells have a cell wall, but animal cells do not. The cell wall helps plant cells keep a fixed shape. Most animal cells do not have a fixed shape.\nPlant cells have chloroplasts, but animal cells do not. Chloroplasts make sugar that plants cells can use as food. Animal cells cannot make their own food.\n The answer is A.",
+    "16967": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Harper wants or needs:\nHarper will spend more time walking to the grizzly bears. They are on the other side of the zoo, but the gorillas are close by. The answer is A.",
+    "16977": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.\nDad remembered to buy groceries, but he forgot the grape jelly. The answer is A.",
+    "16986": "There was a surplus if there was too much for sale at a given price.\nThere was a shortage if there was not enough for sale at a given price.\nSurpluses and shortages usually happen when people who are selling goods or services charge too much or too little.\nWhen the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.\nWhen the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. At the current price, there were too many copies of the game for sale. There were 100 copies for sale, but there were 150 people who wanted to buy a copy.\nSo, there was a surplus of games. The store will not get any money for the leftover copies of the game. The answer is A.",
+    "16992": "Birds have feathers, two wings, and a beak. A fruit bat is a mammal. It has hair and feeds its young milk.\nFruit bats eat fruit and drink nectar from flowers. They have special teeth to help them bite through fruit skins.\nA porcupinefish is a fish. It lives underwater. It has fins, not limbs.\nPorcupinefish can puff up their bodies with air or water to scare off predators.\nAn anchovy is a fish. It lives underwater. It has fins, not limbs.\nAn anchovy is a small fish that lives in the ocean. Like some other types of fish, anchovies swim in large groups called schools.\nA flamingo is a bird. It has feathers, two wings, and a beak.\nFlamingos live in large groups. These groups are called flocks. The answer is D.",
+    "16995": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nBridgeport, Connecticut, had cool temperatures over the weekend.\nThis passage tells you about the temperature in Bridgeport over the weekend. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B.",
+    "16996": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses chiasmus, an expression in which the second half parallels the first but reverses the order of words.\nThe second half of the sentence reverses the order of the words like and get in relation to each other. The answer is A.",
+    "17004": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is D.",
+    "17014": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a car is 4 yards.\n4 inches and 4 feet are too short. 4 miles is too long. The answer is D.",
+    "17015": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is A.",
+    "17017": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince pinch is between the guide words pasture - polish, it would be found on that page. The answer is A.",
+    "17039": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA fragile object will break into pieces if you drop it. The potato sack, the apple seeds, and the power pot are not fragile.\nA rough object feels scratchy when you touch it. All four objects are rough.\nA hard object does not change shape when pressed or squeezed. The power pot is hard, but the potato sack and the apple seeds are not.\nThe property that all four objects have in common is rough. The answer is B.",
+    "17042": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Darkness comes quickly on long winter nights is a run-on sentence. It has two sentences that are joined by just a comma: Darkness comes quickly and On long winter nights. The answer is B.",
+    "17044": "Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.\nA poem rhymes when it has a pattern of words that end in the same sound.\nEnd rhyme is when the rhymes appear at the end of a poem's lines.\nLittle Betty Blue,\nLost her holiday shoe.\n\u2014From Mother Goose\nInternal rhyme is when at least one of the rhyming words appears inside the poem's lines.\nSweet dreams of pleasant streams.\n\u2014From William Blake, \"A Cradle Song\"\nRhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nThe syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Old Bridge\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.\nRepetition is when words, phrases, or whole lines are repeated.\nThe dainty flying squirrel\nIn vest of shining white,\nIn coat of silver gray,\nAnd vest of shining white.\n\u2014Adapted from Mary E. Burt, \"The Flying Squirrel\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\" This poem uses end rhyme. Its rhymes come at the end of its lines.\nI see them in Asia and in Africa. The answer is A.",
+    "17045": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the gray heron.\nLong legs help the gray heron keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe demoiselle crane has long, thin legs. Its legs are adapted for wading.\nThe African penguin has short legs. Its legs are not adapted for wading. The African penguin uses its legs to walk and swim. The answer is A.",
+    "17048": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction but.\nThe platypus has venom-producing glands, which are rare among mammals, but its venom is not generally lethal to humans. The answer is C.",
+    "17052": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony. The answer is B.",
+    "17055": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence asks something, and it ends with a question mark. It is an interrogative sentence. The answer is C.",
+    "17056": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, visit. The verb tells you about something that is going to happen. The answer is A.",
+    "17061": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses onomatopoeia, a word that expresses a sound.\nHum represents the sound the computer was making. The answer is B.",
+    "17069": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Elijah's genotype for the Thomsen disease gene is mm. Elijah's genotype of mm has only m alleles. The m allele is for not having Thomsen disease. So, Elijah's phenotype for the Thomsen disease trait must be not having Thomsen disease.\nTo check this answer, consider whether Elijah's alleles are dominant or recessive. The allele for having Thomsen disease (M) is dominant over the allele for not having Thomsen disease (m). This means M is a dominant allele, and m is a recessive allele.\nElijah's genotype of mm has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Elijah's phenotype for the Thomsen disease trait must be not having Thomsen disease. The answer is B.",
+    "17070": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nSan Francisco is located on the coast of California. On December 30, 1856, the temperature fell to 36\u00b0F.\nThe underlined part of the passage tells you about the temperature in San Francisco on a specific day in 1856. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B.",
+    "17078": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A salmon is a fish. It lives underwater. It has fins, not limbs.\nA bison is a mammal. It has fur and feeds its young milk. The answer is B.",
+    "17085": "Augusta is the capital of Maine. The answer is A.",
+    "17096": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is A.",
+    "17098": "One object can make another object move with a push or a pull.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The girl pushes the pi\u00f1ata. The direction of the push is away from the stick. The answer is B.",
+    "17100": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" An article should be in quotation marks.\nThe correct title is \"Would I Let My Son Play Football?\" The answer is B.",
+    "17103": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A Steller's jay's scientific name is Cyanocitta stelleri. The first word of its scientific name is Cyanocitta.\nLarus livens is in the genus Larus. The first word of its scientific name is Larus. So, Larus livens and Cyanocitta stelleri are not in the same genus.\nLarus michahellis is in the genus Larus. The first word of its scientific name is Larus. So, Larus michahellis and Cyanocitta stelleri are not in the same genus.\nCyanocitta cristata is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta cristata and Cyanocitta stelleri are in the same genus. The answer is C.",
+    "17106": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince fabulous is between the guide words feather - fling, it would be found on that page. The answer is A.",
+    "17110": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Champ has two alleles for a red coat (l). So, Champ's genotype for the coat color gene is ll. The answer is A.",
+    "17115": "An object's velocity describes its speed and its direction.\nAn object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:\nmoving in a straight line at a constant speed, or\nremaining motionless.\nIf an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:\nspeeding up,\nslowing down, or\nchanging direction. The antelope is speeding up. So, the antelope is accelerating. The answer is B.",
+    "17119": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a kitchen table is 7 feet.\n7 inches is too short. 7 yards and 7 miles are too long. The answer is C.",
+    "17125": "Look at the table and images.\nLing wants broccoli. Maria wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is B.",
+    "17135": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. All three bricks have the same mass but different temperatures. Since the 458\u00b0F brick is the hottest, it has the most thermal energy. The answer is A.",
+    "17136": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nVoss is a city in Norway. One winter, the snow there was two meters deep!\nThis passage tells you about the snow in Voss one winter. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A.",
+    "17140": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Gordian knot is ancient legend.\nAccording to legend, Alexander the Great used his sword to slash an intricate knot by which a chariot was tied to a pole in the city of Gordium.\nThe allusion Gordian knot means a highly complex problem. The answer is B.",
+    "17153": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.\nDillon liked the sea otters, but the jellyfish were his favorite. The answer is A.",
+    "17155": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B.",
+    "17156": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B.",
+    "17171": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is A.",
+    "17176": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. Floods destroyed the cough drop factories in Newport. The number of producers of cough drops went down. So, the supply of cough drops will probably go down. The answer is B.",
+    "17178": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses literally in its traditional sense: in a factual, non-exaggerated way.\nDestiny adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally hundreds of years old.\nThe second text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). The bridge is old, but it is not actually a million years old.\nDestiny adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally a million years old.\nMost style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect. The answer is A.",
+    "17183": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C.",
+    "17189": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C.",
+    "17204": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid. The answer is B.",
+    "17206": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Myrmarachne maxillosa is an animal. Animal cells have a nucleus. The answer is A.",
+    "17209": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nDeep-frying chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter.\nBurning a marshmallow is a chemical change. The heat from the fire causes the type of matter in the marshmallow to change. The marshmallow becomes black and crispy.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B.",
+    "17211": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is B.",
+    "17214": "A book is made of paper.\nA book tells a story.\nA teacher may read a book out loud. The answer is B.",
+    "17215": "Chemical changes and physical changes are two ways matter can change.\nIn a chemical change, the type of matter changes.\nBurning a piece of paper is a chemical change. The paper changes into ash and smoke.\nIn a physical change, the type of matter stays the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nIce melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. Baking cookies is a chemical change. The type of matter in the cookie dough changes when it is baked. The cookie dough turns into cookies! The answer is B.",
+    "17218": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nSummer is usually the hottest time of the year in Des Moines, Iowa.\nThis passage tells you about the usual summer temperatures in Des Moines. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B.",
+    "17219": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA piece of apple turning brown is a chemical change. The apple reacts with oxygen in the air and turns into a different type of matter.\nIf you scrape off the brown layer of the apple, the inside is still white. The inside hasn't touched the air. So the chemical change didn't happen to that part of the apple.\nCompost forms from the remains of plants and animals, such as vegetable scraps and egg shells. Compost rotting is a chemical change. As the compost rots, it breaks down and turns into a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is A.",
+    "17222": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Paper does not have all the properties of a mineral. So, paper is not a mineral. The answer is B.",
+    "17226": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. Look at the distance each car moved and the time it took to move that distance.\nOne car moved 170 miles in 10 hours.\nThe other car moved 445 miles in 10 hours.\nNotice that each car spent the same amount of time moving. The car that moved 170 miles moved a shorter distance in that time. So, that car must have moved at a lower speed. The answer is B.",
+    "17227": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince suitcase is not between the guide words salute - squirrel, it would not be found on that page. The answer is A.",
+    "17228": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each greenhouse increased, which means that the thermal energy of each greenhouse increased. So, thermal energy was transferred from the surroundings to each greenhouse. The answer is B.",
+    "17233": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two pots of spaghetti sauce are made of the same material and have the same mass. So, the pot of spaghetti sauce with more thermal energy has a higher temperature. The answer is A.",
+    "17250": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Coach Sharma talked to her team before the game is a complete sentence. The subject is Coach Sharma, and the verb is talked. The answer is B.",
+    "17254": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. North Dakota is farthest east. The answer is D.",
+    "17258": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the American badger.\nThe American badger has long, straight claws. Its feet are adapted for digging. The American badger uses its claws to break up soil and move it out of the way.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe groundhog has long, straight claws. Its feet are adapted for digging.\nThe bottlenose dolphin has flippers for feet. Its feet are not adapted for digging. The bottlenose dolphin uses its flippers to swim. The answer is A.",
+    "17267": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince hot is between the guide words herring - hue, it would be found on that page. The answer is A.",
+    "17268": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "17269": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between the skydiver and the center of Earth changed.\nThe ground is lower than the plane. As the skydiver drifted toward the ground, the distance between the skydiver and the center of Earth decreased. So, the gravitational potential energy stored between the skydiver and Earth decreased as she drifted toward the flat ground. The answer is B.",
+    "17273": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A.",
+    "17278": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in past tense. You can tell because it uses a past-tense verb, shoveled. The verb ends in -ed and tells you about something that has already happened. The answer is C.",
+    "17285": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Good Samaritan is the Bible.\nIn the Bible, a Good Samaritan is a person who helps someone in need.\nThe allusion Good Samaritan means a person who offers aid to someone who is suffering. The answer is A.",
+    "17295": "Santa Fe is the capital of New Mexico. The answer is C.",
+    "17296": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of an eyedropper is 3 milliliters.\n3 liters is too much. The answer is B.",
+    "17304": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. Rust forming on a bicycle frame is a chemical change. Oxygen in the air reacts with iron in the bicycle frame. The outside of the frame turns into a different type of matter called rust. The answer is A.",
+    "17317": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert. There is a sentence fragment that does not express a complete thought.\nDeveloped in 1973, GPS is a satellite-based navigation system. Also known as Global Positioning System.\nHere is one way to fix the sentence fragment:\nDeveloped in 1973, GPS is a satellite-based navigation system also known as Global Positioning System. The answer is B.",
+    "17319": "This country is Australia.\nIs Australia a country or a continent?\nBoth! Australia is a country in Oceania, a region made up of many lands and islands in the Pacific Ocean. Many people say that Australia is the world's smallest continent. But some people call Oceania a continent instead. The answer is B.",
+    "17324": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Ohio is farthest west. The answer is A.",
+    "17328": "This country is Nauru. The answer is C.",
+    "17329": "Rocks are made of minerals. Here are some properties of rocks:\nThey are solid.\nThey are formed in nature.\nThey are not made by living things.\nThey are not pure substances. Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.\nA sunflower seed is made by a living thing. But rocks are not made by living things.\nSo, a sunflower seed is not a rock.\nGabbro is a rock.\nGneiss is a rock. The answer is A.",
+    "17339": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A bess beetle is an insect. Like other insects, a bess beetle is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA leaf-tailed gecko is a reptile. Like other reptiles, a leaf-tailed gecko is a vertebrate. It has a backbone.\nA magpie goose is a bird. Like other birds, a magpie goose is a vertebrate. It has a backbone.\nA domestic pig is a mammal. Like other mammals, a domestic pig is a vertebrate. It has a backbone. The answer is B.",
+    "17343": "A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. To determine if there is a net force on Dylan, look at the forces:\nEarth's gravity is pulling Dylan down with a force of 400 N.\nThe diving board is pushing Dylan up with a force of 400 N.\nThe forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Dylan. The answer is A.",
+    "17351": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert. There is not a sentence fragment. These are complete sentences because they express complete thoughts.\nWhich U.S. cities are doing the most to reduce greenhouse gas emissions? Tonight's news report has the details. The answer is B.",
+    "17354": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a lot on her plate suggests that Mia has many responsibilities. If you have a lot on your plate, you are busy with many different obligations. The answer is B.",
+    "17366": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B.",
+    "17372": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nBaja California is a state in Mexico. It was not raining anywhere in the state during the first week of February.\nThe underlined part of the passage tells you about the lack of rain in Baja California in the first week of February. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A.",
+    "17380": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, stay. The verb tells you about something that is going to happen. The answer is B.",
+    "17385": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in past tense. You can tell because it uses a past-tense verb, strained. The verb ends in -ed and tells you about something that has already happened. The answer is A.",
+    "17387": "This state is Maine. The answer is C.",
+    "17390": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nMalachite is a mineral.\nWool is made by living things. But minerals are not made by living things.\nSo, wool is not a pure substance. And it is not a mineral.\nGypsum is a mineral. The answer is C.",
+    "17391": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nA change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. A can of soda fizzing over is a physical change. The carbon dioxide gas makes the soda fizz. But a different type of matter is not formed. The answer is B.",
+    "17398": "New York City is the capital of New York. The answer is A.",
+    "17400": "This country is Nauru. The answer is D.",
+    "17406": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is South America. The answer is C.",
+    "17408": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is A.",
+    "17422": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a bottle of nail polish is 15 milliliters.\n15 liters is too much. The answer is A.",
+    "17424": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that its client is innocent because she has not done anything wrong, because she is not guilty, and because she is free from all criminal behaviors, dispositions, or inclinations. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning. The answer is A.",
+    "17425": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence. The answer is C.",
+    "17430": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The first letter opening is more formal. It uses the recipient's personal title and last name. The other opening uses the recipient's first name, suggesting a more familiar relationship. The answer is B.",
+    "17431": "Raleigh is the capital of North Carolina. The answer is B.",
+    "17435": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA tarnished silver spoon is one that has become less shiny over time. Polishing the spoon makes it look shiny again.\nThe polish changes the tarnish into a different type of matter that can be easily wiped away. So, using polish to remove tarnish from silver is a chemical change.\nA dinosaur bone turning into rock is a chemical change. Over millions of years, the bone absorbs minerals from the ground. The minerals make the bone hard and white, like rock.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is A.",
+    "17436": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince clutch is between the guide words casual - coffee, it would be found on that page. The answer is B.",
+    "17438": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is B.",
+    "17439": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nDie of boredom is an exaggeration, since the movie isn't actually dangerous. The answer is B.",
+    "17441": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two drops of dish soap are made of the same material and have the same mass. So, the colder drop of dish soap has less thermal energy. The answer is A.",
+    "17459": "Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. A nosy person has a more negative connotation. Nosy and interested both denote taking a look at something. However, nosy suggests being too inquisitive, while interested suggests careful observation. The answer is A.",
+    "17464": "This country is the Federated States of Micronesia. The answer is C.",
+    "17485": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A Burmese python's scientific name is Python bivittatus. The first word of its scientific name is Python.\nLithobates palustris is in the genus Lithobates. The first word of its scientific name is Lithobates. So, Lithobates palustris and Python bivittatus are not in the same genus.\nMelanoplus bivittatus and Python bivittatus are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Melanoplus bivittatus and Python bivittatus have the same species name within their genus, bivittatus. But the first words of their scientific names are different. Melanoplus bivittatus is in the genus Melanoplus, and Python bivittatus is in the genus Python.\nThis organism and the Burmese python are in the same genus and the same species! Both organisms have the same scientific name, Python bivittatus. The answer is C.",
+    "17488": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. To determine if this statement is true, calculate the value of 50 times the volume of Earth.\nThen compare the result to the volume of Neptune. The volume of Neptune is 62,530 billion km^3, which is more than 54,500 billion km^3. So, Neptune's volume is more than 50 times as great as that of Earth. The answer is A.",
+    "17493": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A cold desert is a type of ecosystem. It has a small amount of rain or snow, dry, thin soil, and long, cold winters.\nChoice 1 is a cold desert ecosystem. It is dry and cold, with a small amount of rain or snow.\nChoice 2 is a temperate deciduous forest ecosystem. It has warm, wet summers and cold, wet winters.\nChoice 3 is a tropical rain forest ecosystem. It has warm summers and warm winters. The answer is A.",
+    "17496": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is C.",
+    "17500": "The answer is C.",
+    "17501": "The colony is South Carolina. The answer is B.",
+    "17503": "To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.\nThe map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg. Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.\nThe legend tells you that this air mass contained air with specific humidity levels between 18 and 24 grams of water vapor per kilogram of air.\n21 grams of water vapor per kilogram of air is within this range.\n12 and 14 grams of water vapor per kilogram of air are outside of this range. The answer is C.",
+    "17508": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with climbing growth or bush growth, consider whether each phenotype is the dominant or recessive allele's version of the growth pattern trait. The question tells you that the g allele, which is for bush growth, is recessive to the G allele, which is for climbing growth.\nClimbing growth is the dominant allele's version of the growth pattern trait. A rose plant with the dominant version of the growth pattern trait must have at least one dominant allele for the growth pattern gene. So, offspring with climbing growth must have the genotype GG or Gg.\nAll 4 boxes in the Punnett square have the genotype GG or Gg.\nBush growth is the recessive allele's version of the growth pattern trait. A rose plant with the recessive version of the growth pattern trait must have only recessive alleles for the growth pattern gene. So, offspring with bush growth must have the genotype gg.\nThere are 0 boxes in the Punnett square with the genotype gg.\nSo, the expected ratio of offspring with climbing growth to offspring with bush growth is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with climbing growth. This cross is expected to never produce offspring with bush growth. The answer is E.",
+    "17514": "Jefferson City is the capital of Missouri. The answer is B.",
+    "17515": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nLatrell lives in a town with hot summers and freezing cold winters.\nThis passage tells you about the usual temperatures where Latrell lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A.",
+    "17517": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a passenger helicopter is 3 tons.\n3 ounces and 3 pounds are both too light. The answer is B.",
+    "17523": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statements describe the Kaeng Krachan National Park ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has soil that is poor in nutrients. It has many different types of organisms. The following statement does not describe Kaeng Krachan National Park: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has mostly small plants. The answer is A.",
+    "17534": "The answer is D.",
+    "17537": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Gymnothorax funebris is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nGymnothorax funebris is the organism's scientific name. So, you know that green moray eel is the common name. The answer is B.",
+    "17543": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.\nAppeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\ninclude an endorsement from a respected organization, such as the American Dental Association\nfeature a testimonial from a \"real person\" who shares the audience's values\nuse an admired celebrity or athlete as a spokesperson\nAppeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\ncite results of clinical trials or independently conducted studies\nexplain the science behind a product or service\nemphasize that the product is a financially wise choice\nanticipate and refute potential counterclaims\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury The ad appeals to ethos, or character, by emphasizing the hybrid car's environmental friendliness. The answer is A.",
+    "17553": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Wisconsin is farthest west. The answer is C.",
+    "17555": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. From across the room, Uncle Josh's laughter was booming thunder.\nThe words laughter and thunder are compared without the word like or as. So, the sentence uses a metaphor. The answer is A.",
+    "17556": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses nauseous in its traditional sense: causing disgust or nausea.\nThe avant-garde artist deftly used neon colors and geometric patterns to create nauseous spirals that forced many viewers to look away after only a few minutes.\nThe first text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nThe avant-garde artist deftly used neon colors and geometric patterns to create disorienting spirals so intense that they caused some viewers to become nauseous just from looking at them.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard. The answer is A.",
+    "17558": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses unique in its traditional sense: being the only one of its kind.\nEach vase and bowl in Kiera's collection of handmade pottery is unique. The colors and designs reflect both her cultural heritage and her individual artistic style.\nThe first text uses unique in its nontraditional sense: interesting or unusual. Kiera is a distinctive artist, but might not be one of a kind. It may be helpful to remember that if unique is modified by an adverb\u2014as in most unique, very unique, or quite unique\u2014it is probably being used nontraditionally.\nKiera's collection of handmade pottery was featured in last week's edition of the Springtown Journal, which identified her as \"one of the most unique young artists to debut this year.\"\nMost style guides recommend to use the traditional sense of the word unique because it is considered more standard. The answer is A.",
+    "17559": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nFits you well ironically suggests that the cap was too big. The cap was falling over Bonnie's eyes, so it didn't fit her well at all. The answer is A.",
+    "17565": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the elementary substance copper.\nIn a space-filling model, the balls represent atoms that are bonded together. The color of a ball represents a specific chemical element. The atomic symbol for that chemical element is shown in the legend. Use the model to determine whether gold is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the space-filling model shown above, all of the balls are the same color:\n. The legend shows that yellow represents the chemical element with the atomic symbol Au. So, the model shows you that gold is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that gold is composed of only one chemical element. So, gold is an elementary substance. The answer is A.",
+    "17568": "Poets often use the sounds of words to create interesting effects and to express moods and emotions. Understanding these elements of poetry can help you better interpret and appreciate poetic forms.\nAnaphora is the repetition of words or sequences of words at the beginning of multiple phrases, sentences, or lines.\nOut of the cradle endlessly rocking,\nOut of the mocking-bird's throat, the musical shuttle,\nOut of the Ninth-month midnight\n\u2014From Walt Whitman, \"Out of the Cradle Endlessly Rocking\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nAssonance is the repetition of vowel sounds. Often, assonance can create rhymes or near-rhymes within lines.\nI wandered lonely as a Cloud\nThat floats on high o'er Vales and Hills,\nWhen all at once I saw a crowd,\nA host of golden Daffodils.\n\u2014From William Wordsworth, \"I Wandered Lonely as a Cloud\"\nMeter is a poem's rhythm, or the pattern of strong and weak syllables. Strong syllables are stressed, while weak syllables are unstressed.\nA poem has an iambic meter when the beat sounds like da-DUM. A weak syllable is followed by a strong syllable. Occasionally, a line may begin with a strong syllable.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nA poem has a trochaic meter when the beat sounds like DUM-da. A strong syllable is followed by a weak syllable. Occasionally, a line may end in a strong syllable.\nBack into the chamber turning, all my soul within me burning,\nSoon again I heard a tapping somewhat louder than before.\n\u2014From Edgar Allen Poe, \"The Raven\"\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Old Bridge\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern. This poem uses anaphora. It repeats the same word or words at the beginning of multiple lines or phrases.\nIf I could but remember;\nIf I could hear, lost love of mine,\nThe music of your cruelties. The answer is A.",
+    "17570": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nThe summers are hot in Kissimmee, Florida.\nThis passage tells you about the usual temperature pattern in Kissimmee. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B.",
+    "17577": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nSo full I could explode is an exaggeration, since it is clear that the speaker is not actually in danger of exploding. The answer is B.",
+    "17578": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Remy's observable version of the fur length trait is short fur. So, Remy's phenotype for the fur length trait is short fur. The answer is B.",
+    "17595": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Tiny has two alleles for red eyes (e). So, Tiny's genotype for the eye color gene is ee. The answer is B.",
+    "17599": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun it could refer to calculus or trigonometry.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with calculus.\nBill went on to calculus after studying trigonometry, but he never fully comprehended calculus. The answer is A.",
+    "17600": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. All three cherry pies have the same mass but different temperatures. Since the 48\u00b0C pie is the hottest, it has the most thermal energy. The answer is C.",
+    "17601": "Moss plants reproduce using both asexual reproduction and sexual reproduction.\nMoss plants use their male and female parts for sexual reproduction. The male parts produce sperm. Moss live in damp environments, and moss sperm can travel through water to the female parts.\nThe sperm fuse with eggs in the female part. This is called fertilization. Self-fertilization happens when a sperm from a moss plant fertilizes an egg from the same plant. Cross-fertilization happens when a sperm from one moss plant fertilizes an egg from a different moss plant.\nThe fertilized egg grows into a thin brown stalk on top of the female part. Each stalk has a small spore capsule at the top. Moss plants use asexual reproduction to make small spores in the capsules. When the capsules open, the spores are released.\nWhen the spores land on the ground, they may germinate and grow into a new moss plant. This new moss plant can produce eggs and sperm and begin the moss life cycle again. A sperm swims through water to the female part. The sperm and egg fuse, and the fertilized egg grows into a thin brown stalk. The sperm and egg do not turn into spores. The answer is B.",
+    "17607": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is A.",
+    "17609": "This country is Nauru. The answer is A.",
+    "17611": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nMelting wax is a change of state. So, it is a physical change. The wax changes from solid to liquid. But it is still made of the same type of matter.\nRain forming in a cloud is a change of state. So, it is a physical change. Water vapor in the air condenses into tiny droplets of liquid water. But the water vapor and the liquid water are both made of water.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nWax melting is caused by heating. But rain forming in a cloud is not.\nBoth are caused by cooling.\nRain begins to form when water vapor in the air becomes liquid water. This is caused by cooling. But melting wax is not. The answer is D.",
+    "17613": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is A.",
+    "17617": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A western toad is an amphibian. It has moist skin and begins its life in water.\nA barn owl is a bird. It has feathers, two wings, and a beak. The answer is B.",
+    "17622": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a car key is 3 inches.\n3 feet, 3 yards, and 3 miles are all too long. The answer is B.",
+    "17637": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, needs. The verb ends in -s and tells you about something that is true or happening now. The answer is B.",
+    "17646": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Kurt wants or needs:\nThe magnolia tree will use up more space than the lilacs would have used up. The answer is B.",
+    "17652": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. The fruit fly's observable version of the eye color trait is brown eyes. So, the fly's phenotype for the eye color trait is brown eyes. The answer is B.",
+    "17654": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence. The answer is A.",
+    "17658": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "17665": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is B.",
+    "17667": "Honolulu is the capital of Hawaii. The answer is C.",
+    "17668": "Phoenix is the capital of Arizona. The answer is D.",
+    "17672": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is A.",
+    "17679": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is A.",
+    "17686": "The Third Amendment says that the government can't force people to keep soldiers in their houses during a time of peace. The amendment says that no soldier shall be \"quartered in any house.\" In this case, \"quartered\" means \"given a place to stay.\" The complete text of the Third Amendment is below. Are there any times when an American might have to let a soldier stay in his or her house? No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a manner to be prescribed by law. The answer is B.",
+    "17687": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses understatement, which involves deliberately representing something as less serious or important than it really is.\nShrank just a bit is an understatement, since the baby is presumably much smaller than Justine. The answer is A.",
+    "17688": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. Snowflakes forming in a cloud is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed. The answer is A.",
+    "17689": "Columbus is the capital of Ohio. The answer is D.",
+    "17692": "Tallahassee is the capital of Florida. The answer is A.",
+    "17693": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the elementary substance copper.\nIn a space-filling model, the balls represent atoms that are bonded together. The color of a ball represents a specific chemical element. The atomic symbol for that chemical element is shown in the legend. Use the model to determine whether silver is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the space-filling model shown above, all of the balls are the same color:\n. The legend shows that dark blue represents the chemical element with the atomic symbol Ag. So, the model shows you that silver is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that silver is composed of only one chemical element. So, silver is an elementary substance. The answer is A.",
+    "17695": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the encyclopedia.\nThe encyclopedia says that chalk is a soft sedimentary rock formed from the skeletons of marine plankton. The answer is B.",
+    "17696": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the customer service representatives.\nRobert showed the customer service representatives the error on his receipt, and he received a refund. The answer is A.",
+    "17698": "Look at the table.\nThe abbreviation \"ca.\" stands for the Latin word, circa. Circa means \"about.\" It indicates when a date is estimated. So, around 1792 BCE, the Babylonian Empire started controlling Mesopotamia.\nThe Babylonian (ba-bih-LOH-nee-in) Empire came after the Akkadian and Neo-Sumerian empires. The capital of the Babylonian Empire was the city of Babylon (BA-bih-lahn). The answer is C.",
+    "17703": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Aunt Laura is capitalized because it is a proper noun. The answer is A.",
+    "17707": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the Atlantic puffin.\nThe Atlantic puffin has webbed feet. Its feet are adapted for swimming. As it swims, the Atlantic puffin uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe California gull has small claws and webbed feet. Its feet are adapted for swimming.\nThe African crowned eagle has long toes with sharp claws. Its feet are not adapted for swimming. The African crowned eagle uses its feet to grab prey. The answer is B.",
+    "17713": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Asia. The answer is A.",
+    "17721": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nOf a certain age is an indirect and generally more polite way of referring to older people. The answer is A.",
+    "17723": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is C.",
+    "17726": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Bert borrowed my book he enjoyed it is a run-on sentence. It has two sentences that are joined without end punctuation: Bert borrowed my book and He enjoyed it. The answer is B.",
+    "17727": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. The answer is B.",
+    "17752": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. This sentence uses a simile:\nHakim's eyes are as green as emeralds.\nThe words eyes and emeralds are compared using the word as.\nThis sentence uses a metaphor:\nHakim's eyes are bright green emeralds.\nThe words eyes and emeralds are compared without the word like or as. The answer is B.",
+    "17753": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. A dinosaur bone turning into rock over millions of years is a chemical change. The bone gets broken down into tiny pieces. The pieces are then replaced by new matter called rock. The answer is A.",
+    "17754": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom the ball is in his court suggests that Dave needs to act next. In tennis, when the ball is in a player's court, it is that person's turn. The answer is B.",
+    "17757": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun he could refer to Fred or Paul.\nThe second answer choice shows a possible correction for the vague pronoun reference. He has been replaced with Fred.\nFred's brother Paul wondered whether Fred ran fast enough to qualify for the Boston Marathon. The answer is B.",
+    "17763": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night. The text includes a simile, using like or as to compare two things that are not actually alike.\nThe simile like a pair of cymbals suggests that Lee Mellon made a loud noise with his lips. A pair of cymbals is clanged together to make a loud sound. The answer is A.",
+    "17780": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A white stork is a bird. It has feathers, two wings, and a beak.\nStorks wade in shallow water to look for food. Storks eat fish, insects, worms, and other small animals.\nA sea otter is a mammal. It has fur and feeds its young milk.\nSea otters have very thick fur. Their fur keeps them warm in cold water. The answer is B.",
+    "17784": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is B.",
+    "17785": "Birds have feathers, two wings, and a beak. A salmon is a fish. It lives underwater. It has fins, not limbs.\nUnlike most other fish, salmon can live in both fresh water and salt water.\nA seahorse is a fish. It lives underwater. It has fins, not limbs.\nSeahorses live in shallow, warm water. They can use their tails to hold on to plants.\nA loon is a bird. It has feathers, two wings, and a beak.\nA loon is a bird. It has feathers, two wings, and a beak.\nLoons usually live near lakes. They dive in the water to hunt for food.\nA Hermann's tortoise is a reptile. It has scaly, waterproof skin.\nA Hermann's tortoise is a reptile. It has scaly, waterproof skin.\nHermann's tortoises live in the wild in central Europe. The answer is C.",
+    "17790": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. The answer is B.",
+    "17793": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Jekyll and Hyde is literature.\nRobert Louis Stevenson's popular Victorian novella Dr. Jekyll and Mr. Hyde tells the story of a man with two distinct personalities. Known to the world as a kind and highly respected doctor, at night he transforms into a monstrous person.\nThe allusion Jekyll and Hyde means kind then cruel. The answer is A.",
+    "17797": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. You can tell whether sodium chloride is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for sodium chloride, NaCl, contains two atomic symbols: Na for sodium and Cl for chlorine. So, the formula tells you that sodium chloride is composed of two chemical elements bonded together.\nSince sodium chloride is composed of multiple chemical elements bonded together, sodium chloride is a compound. The answer is B.",
+    "17800": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Tyler wants or needs:\nTyler will give up the chance to go to Alabama. He would have enjoyed a trip to Alabama more than Arkansas. The answer is B.",
+    "17810": "The answer is A.",
+    "17818": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses peruse in its traditional sense: to examine in detail.\nEdmond perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.\nThe second text uses peruse in its nontraditional sense: to look through in a casual manner.\nEdmond perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly.\nMost style guides recommend to use the traditional sense of the word peruse because it is considered more standard. The answer is B.",
+    "17819": "Gymnosperms are plants that have seeds but not flowers. Conifers are a type of a gymnosperm. Instead of flowers, conifers have cones. Conifers use their cones for sexual reproduction.\nMost conifer trees have both male and female cones. The male cones produce pollen. The female cones produce eggs and a sticky substance on the edge of the cone.\nMale cones release pollen into the wind. Pollination happens when pollen lands on and sticks to the female cones. Self-pollination happens when pollen sticks to a female cone on the same tree. Cross-pollination happens when pollen sticks to a female cone on a different tree.\nAfter pollination, sperm from the pollen fuse with eggs at the base of the female cone's scales. This is called fertilization.\nThe fertilized eggs grow into seeds inside the female cone. Conifer seeds are released from the fertilized cones. Many conifer seeds have wing-like structures. They can be carried long distances by the wind. When a seed lands on the ground, it can germinate and grow into a new plant.\nThe new plant can grow cones and begin the conifer life cycle again. Gymnosperms do not have flowers. Conifers use their cones for sexual reproduction.\nMost conifer trees have both male and female cones. The male cones produce pollen. The female cones produce eggs and a sticky substance on the edge of the cone.\nPollination happens when pollen sticks to and fertilizes an egg on a female cone. The fertilized egg grows into a seed inside the female cone.\nConifer seeds are released from the fertilized cones. Many conifer seeds have wing-like structures. They can be carried long distances by the wind. When a seed lands on the ground, it can germinate and grow into a new plant. The new plant can grow cones and begin the conifer life cycle again. The answer is B.",
+    "17829": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA slippery object is hard to hold onto or stand on. The melted marshmallow is not slippery.\nA stretchy object gets longer when you pull on it. The melted marshmallow is not stretchy.\nA sticky object can attach or stick to other things. All four objects are sticky.\nThe property that all four objects have in common is sticky. The answer is A.",
+    "17830": "Look at the table and images.\nMandy wants broccoli. Troy wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D.",
+    "17832": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, pack. The verb tells you about something that is going to happen. The answer is A.",
+    "17833": "Every living thing needs food to stay alive. Living things get their food in different ways. A food chain shows how living things in an ecosystem get their food.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other living things. Consumers cannot make their own food. In this food chain, the California sea slug is a consumer because it eats another living thing. The California sea slug in this food chain eats the kelp. The answer is A.",
+    "17841": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince bit is not between the guide words bark - belief, it would not be found on that page. The answer is A.",
+    "17845": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Singapore, look at the graph.\nChoice \"Jan\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Sep\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"Nov\" is incorrect.\nChoice \"Dec\" is incorrect.\nNovember, December, and January each have over 200 millimeters of precipitation. The answer is C.",
+    "17846": "Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height. In this experiment, Lucia investigated whether covering side mirrors with plastic bags affects how much ice forms on the mirrors. The uncovered side mirrors were not covered with plastic bags. So, they were part of a control group. The answer is A.",
+    "17857": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is B.",
+    "17860": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism big-boned suggests that Dwayne is overweight. The answer is B.",
+    "17867": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first greeting is correct:\nIts first word is capitalized, and it ends with a comma. Ms. Peterson is capitalized because it is a proper noun. The answer is B.",
+    "17882": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince thirteen is between the guide words tease - tomb, it would be found on that page. The answer is B.",
+    "17887": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Achilles's heel is Greek mythology.\nIn Greek mythology, Achilles's mother dips him in a river that protects his body wherever it touches. His heel does not get wet, so it is the one part of his body left unprotected. During the Trojan War, an arrow hits Achilles in the heel and kills him.\nThe allusion Achilles's heel means a sole weakness. The answer is A.",
+    "17899": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom speak of the devil suggests that Tessa had just been speaking about Patrick. People say this when the person they've just been speaking about coincidentally arrives, as if summoned. The answer is B.",
+    "17901": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBending a paper clip is a physical change. After you bend it, the paper clip has a different shape. But it is still made of the same type of matter.\nCutting your fingernails is a physical change. Your fingernails are shorter after you cut them. But the pieces are still made of the same type of matter as the uncut fingernails.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D.",
+    "17903": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is C.",
+    "17907": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is North America. The answer is D.",
+    "17908": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers. Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe palm leaf fossil is in a deeper layer in the rock sequence than the wood fossil. So, the palm leaf fossil is most likely older than the wood fossil. The answer is B.",
+    "17912": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. A stuffed hippo is a solid. A solid has a size and shape of its own.\nWhen you hold a stuffed hippo in your hands, the stuffed hippo still has a size and shape of its own. The answer is C.",
+    "17918": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the Great Victoria Desert has a small amount of rain. It also has dry, thin soil. The answer is B.",
+    "17929": "The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is C.",
+    "17930": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Plagioclase has all the properties of a mineral. So, plagioclase is a mineral. The answer is B.",
+    "17936": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA fragile object will break into pieces if you drop it. The glass is fragile.\nA soft object changes shape when pressed or squeezed. The glass is not soft. The answer is B.",
+    "17937": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAs quiet as a jackhammer suggests that the snoring is loud. A jackhammer is not quiet, and neither is Mr. Joyce's snoring. The answer is A.",
+    "17943": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion in the sentence is literature.\nThe phrase a nutshell means in a brief way. The answer is A.",
+    "17952": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for krypton contains one symbol: Kr. So, krypton is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, krypton is an elementary substance. The chemical formula for potassium nitrate contains two symbols: K for potassium and N for nitrogen. So, potassium nitrate is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, potassium nitrate is a compound, not an elementary substance. The chemical formula for sulfur dioxide contains two symbols: S for sulfur and O for oxygen. So, sulfur dioxide is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, sulfur dioxide is a compound, not an elementary substance. The answer is A.",
+    "17960": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a cement truck is 22 tons.\n22 ounces and 22 pounds are both too light. The answer is B.",
+    "17969": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses unique in its traditional sense: being the only one of its kind.\nPedro custom ordered his unique coffee table from a master craftsman in Oakdale.\nThe second text uses unique in its nontraditional sense: interesting or unusual. Pedro's coffee table is an interesting style, but it was made in a factory and is probably not actually one of a kind.\nPedro bought his unique coffee table from a factory outlet store in Oakdale.\nMost style guides recommend to use the traditional sense of the word unique because it is considered more standard. The answer is A.",
+    "17970": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA bumpy object is covered in lumps and bumps. The popcorn is bumpy.\nA lemon has a sour taste. The popcorn is not sour. The answer is B.",
+    "17976": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a blender is 1 liter.\n1 milliliter is too little. The answer is A.",
+    "17977": "A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping. The second sentence states a fact.\nThe Rocky Mountains stretch from New Mexico to Montana.\nIt can be proved by checking a map of the United States.\nThe first sentence states an opinion.\nThe prettiest parts of the Rocky Mountains are in the state of Wyoming.\nPrettiest shows what a person believes, thinks, or feels. Another person might have a different opinion about where the prettiest parts of the Rocky Mountains are. The answer is A.",
+    "17979": "Honolulu is the capital of Hawaii. The answer is A.",
+    "17985": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Rose wants or needs:\nRose will give up the chance to be in the Photography Club. She would have had more fun in the Photography Club than in the Theater Club. The answer is A.",
+    "17988": "This state is Colorado. The answer is C.",
+    "17990": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Bruce wants or needs:\nBruce will give up the chance to eat chocolate muffins. He thinks chocolate muffins are tastier than banana muffins. The answer is A.",
+    "17992": "Look at the table and images.\nPedro wants broccoli. Oliver wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D.",
+    "17994": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the Arctic fox.\nDuring the winter, the Arctic fox has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the ptarmigan has white feathers covering its body. It is adapted to be camouflaged in the snow.\nThe naked mole rat has thin pink skin. It is not adapted to be camouflaged in the snow. The answer is B.",
+    "17995": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. They has been replaced with the park rangers.\nThe park rangers explained to the audience that a muskrat looks like a small beaver with a rat-like tail. The answer is B.",
+    "18003": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Mayor Armstrong wants people to give up their cars. However, this misrepresents Mayor Armstrong's argument. Mayor Armstrong only wants to create more bike lanes. This illustrates a type of logical fallacy known as a straw man. The answer is B.",
+    "18010": "Boise is the capital of Idaho. The answer is D.",
+    "18019": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince volley is not between the guide words vain - violet, it would not be found on that page. The answer is B.",
+    "18021": "Jefferson City is the capital of Missouri. The answer is C.",
+    "18029": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a soda bottle cap is 11 milliliters.\n11 liters is too much. The answer is B.",
+    "18030": "Santa Fe is the capital of New Mexico. The answer is C.",
+    "18036": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nCrushing a mineral into powder is a physical change. The mineral breaks into tiny pieces. But it is still made of the same type of matter.\nDry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation.\nDry ice becoming a gas is a physical change. A change of state does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nDry ice sublimating is caused by heating. But crushing a mineral into powder is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is A.",
+    "18045": "Reptiles have scaly, waterproof skin. Most reptiles live on land. A Mojave rattlesnake is a reptile. It has scaly, waterproof skin.\nRattlesnakes have fangs they can use to inject venom into their prey.\nAn American bullfrog is an amphibian. It has moist skin and begins its life in water.\nFrogs live near water or in damp places. Most frogs lay their eggs in water.\nA rabbit is a mammal. It has fur and feeds its young milk.\nRabbits live underground in burrows. A group of rabbit burrows is called a warren.\nAn ocean sunfish is a fish. It lives underwater. It has fins, not limbs.\nOcean sunfish have a flat body and wide fins. They sometimes swim to the ocean's surface to rest in the sun. The answer is A.",
+    "18048": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the European mole.\nThe European mole has long, straight claws. Its feet are adapted for digging. The European mole uses its claws to break up soil and move it out of the way.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe groundhog has long, straight claws. Its feet are adapted for digging.\nThe tokay gecko has wide, sticky toes. Its feet are not adapted for digging. The tokay gecko uses its feet to climb trees and walk on leaves. The answer is B.",
+    "18053": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "18055": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the strawberry poison frog.\nThe strawberry poison frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the strawberry poison frog is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Spanish shawl nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators.\nThe gray tree frog has gray-brown skin. Its skin is not adapted to be a warning sign that wards off predators. The answer is B.",
+    "18064": "Harrisburg is the capital of Pennsylvania. The answer is C.",
+    "18068": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince cunning is between the guide words cash - crayon, it would be found on that page. The answer is A.",
+    "18069": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is South America. The answer is D.",
+    "18072": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. Beating an egg is a physical change. Beating an egg mixes together the egg white, egg yolk, and some air. But mixing them together does not form a different type of matter. The answer is B.",
+    "18073": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "18077": "Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment. The answer is A.",
+    "18078": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nMammals have the following traits:\nThey feed their offspring milk.\nThey have fur or hair.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA gray tree frog has the following traits:\nIt spends part of its life in water and part on land.\nIt has moist skin.\nIt makes eggs with no shells.\nA gray tree frog does not have all of the traits of a mammal. A gray tree frog is an amphibian.\nA Bengal tiger has the following traits:\nIt feeds its offspring milk.\nIt has hair.\nA Bengal tiger has the traits of a mammal. A Bengal tiger is a mammal. The answer is B.",
+    "18086": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, the Cerrado has warm summers and warm winters. It also has year-round rain. The answer is A.",
+    "18088": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C.",
+    "18095": "Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.\nScientists use both ball-and-stick models and chemical formulas to represent molecules.\nA ball-and-stick model of a molecule is shown below.\nThe balls represent atoms. The sticks represent the chemical bonds between the atoms.\nNotice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.\nEvery chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.\nThe molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.\nThe chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.\nIn chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.\nThe symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance. H is the symbol for hydrogen. S is the symbol for sulfur. This ball-and-stick model shows a molecule with two hydrogen atoms and one sulfur atom.\nThe chemical formula will contain the symbols H and S. There are two hydrogen atoms, so H will have a subscript of 2. There is one sulfur atom, so S will not have a subscript.\nThe correct formula is H2 S. The answer is C.",
+    "18101": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism terminological inexactitudes suggests that they used false or misleading language. The answer is B.",
+    "18104": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a mustard bottle is 10 fluid ounces.\n10 cups and 10 gallons are both too much. The answer is A.",
+    "18105": "Jefferson City is the capital of Missouri. The answer is C.",
+    "18124": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. Caramel sauce is a liquid. A liquid takes the shape of any container it is in. If you pour caramel sauce into a container, the caramel sauce will take the shape of that container. But the caramel sauce will still take up the same amount of space.\nA pair of dice is a solid. A solid has a size and shape of its own. When you roll a pair of dice, the dice have a shape of their own. They are still cubes when they stop rolling.\nThe air from a hair dryer is a gas. A gas expands to fill a space. A hair dryer uses a fan to blow warm air out. When the air leaves the hair dryer, the air expands to fill a much large space.\nA tortoise shell is a solid. A solid has a size and shape of its own. A tortoise shell is made of a solid called keratin, just like your fingernails!\nThe answer is A.",
+    "18127": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The student pulls open the drawer. The direction of the pull is toward her hand. The answer is A.",
+    "18128": "A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw. The first sentence states a fact.\nThe California Gold Rush began after gold was discovered in 1848.\nIt can be proved by reading a book about the California Gold Rush.\nThe second sentence states an opinion.\nPeople who moved to California for gold were greedy.\nGreedy shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes people greedy. The answer is A.",
+    "18129": "Lansing is the capital of Michigan. The answer is A.",
+    "18130": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince liquid is between the guide words lever - loan, it would be found on that page. The answer is B.",
+    "18131": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A peregrine falcon's scientific name is Falco peregrinus.\nStrix uralensis does not have the same scientific name as a peregrine falcon. So, Falco peregrinus and Strix uralensis are not in the same species.\nArdea cinerea does not have the same scientific name as a peregrine falcon. So, Falco peregrinus and Ardea cinerea are not in the same species.\nFalco peregrinus has the same scientific name as a peregrine falcon. So, these organisms are in the same species. The answer is A.",
+    "18133": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the elementary substance copper.\nIn a space-filling model, the balls represent atoms that are bonded together. The color of a ball represents a specific chemical element. The atomic symbol for that chemical element is shown in the legend. Use the model to determine whether magnesium is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the space-filling model shown above, all of the balls are the same color:\n. The legend shows that green represents the chemical element with the atomic symbol Mg. So, the model shows you that magnesium is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that magnesium is composed of only one chemical element. So, magnesium is an elementary substance. The answer is A.",
+    "18134": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that lending something to someone will lead to further thefts. However, this argument offers only an extreme outcome and ignores other possible outcomes. For instance, you may lend something to someone once without it leading to a chain of thefts. This illustrates a type of logical fallacy known as the slippery slope fallacy. The answer is B.",
+    "18136": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is B.",
+    "18138": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nIt was windy last night at the Northern Kentucky Airport. The wind was blowing in from the southeast.\nThis passage tells you about the wind direction at the Northern Kentucky Airport last night. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A.",
+    "18146": "This state is Mississippi. The answer is A.",
+    "18149": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A moon jellyfish's scientific name is Aurelia aurita.\nAequorea victoria does not have the same scientific name as a moon jellyfish. So, Aurelia aurita and Aequorea victoria are not in the same species.\nCyanea capillata does not have the same scientific name as a moon jellyfish. So, Aurelia aurita and Cyanea capillata are not in the same species.\nAurelia aurita has the same scientific name as a moon jellyfish. So, these organisms are in the same species. The answer is B.",
+    "18152": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles. The answer is B.",
+    "18159": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. The tomato plant's observable version of the leaf type trait is potato leaves. So, the plant's phenotype for the leaf type trait is potato leaves. The answer is A.",
+    "18166": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the marmot.\nThe marmot has large front teeth. Its mouth is adapted for gnawing. The large front teeth can help the marmot break off pieces of food that it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe aardvark has a long tube-shaped mouth and a few, small teeth. Its mouth is adapted for gnawing.\nThe Damara mole rat has large front teeth. Its mouth is adapted for gnawing. The Damara mole rat uses its large front teeth to break off pieces of food that it can swallow. The answer is B.",
+    "18167": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there The deep sea is a type of ecosystem. Deep sea ecosystems have the following features: water at the bottom of the ocean, no sunlight, and organisms that crawl or stick to the ground. So, the Kermadec Arc has water at the bottom of the ocean. It also has no sunlight. The answer is B.",
+    "18173": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A.",
+    "18184": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles. The answer is C.",
+    "18187": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A mouflon's scientific name is Ovis orientalis. The first word of its scientific name is Ovis.\nOvis aries is in the genus Ovis. The first word of its scientific name is Ovis. So, Ovis aries and Ovis orientalis are in the same genus.\nAlouatta palliata is in the genus Alouatta. The first word of its scientific name is Alouatta. So, Alouatta palliata and Ovis orientalis are not in the same genus.\nHystrix cristata is in the genus Hystrix. The first word of its scientific name is Hystrix. So, Hystrix cristata and Ovis orientalis are not in the same genus. The answer is C.",
+    "18194": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince principal is between the guide words paint - post, it would be found on that page. The answer is B.",
+    "18196": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is B.",
+    "18197": "Some words are alike. They go together in a group.\nRed, blue, and green go together. They are colors.\nMom, dad, grandma, and grandpa go together. They are people in a family. King, teacher, and clown go together. They are jobs. Room is not a job, so it is not like the other words. The answer is B.",
+    "18202": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is A.",
+    "18212": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that off-leash dogs would somehow cause an increase in crime in Salem. However, these two ideas aren't related. This illustrates a type of logical fallacy known as a red herring. The answer is B.",
+    "18241": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two pieces of rope are made of the same material and have the same mass. So, the colder piece of rope has less thermal energy. The answer is A.",
+    "18245": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. The answer is B.",
+    "18250": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a diving board is 10 feet.\n10 inches is too short. 10 yards and 10 miles are too long. The answer is C.",
+    "18257": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. All three cherry pies have the same mass but different temperatures. Since the 77\u00b0F pie is the coldest, it has the least thermal energy. The answer is A.",
+    "18258": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Decomposers help break down dead organisms into simpler matter, such as nutrients. These nutrients can then help plants and other organisms grow. In a food web, there is an arrow pointing from another organism to a decomposer. There are no arrows pointing from a decomposer to another organism.\nThe earthworm does not have arrows pointing from it to other organisms. So, the earthworm is a decomposer.\nThe bilberry has arrows pointing from it. So, the bilberry is not a decomposer. The answer is A.",
+    "18263": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to peel a banana is 11 seconds.\n11 minutes is too slow. The answer is B.",
+    "18272": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "18273": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses literally in its traditional sense: in a factual, non-exaggerated way.\nJayce's new kitten\u2014barely three weeks old\u2014was literally the size of a softball; it could just about fit in the palm of his hand.\nThe first text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). Jayce's new kitten is not actually just a ball of fluff.\nJayce's new kitten\u2014barely three weeks old\u2014was literally just a ball of fluff in the palm of his hand.\nMost style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect. The answer is A.",
+    "18275": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince weary is between the guide words walnut - who, it would be found on that page. The answer is B.",
+    "18277": "Madison is the capital of Wisconsin. The answer is C.",
+    "18278": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nIt was 24\u00b0C downtown this afternoon.\nThis passage tells you about the temperature downtown this afternoon. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B.",
+    "18284": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Arctic Ocean. The answer is C.",
+    "18288": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Iowa is farthest north. The answer is A.",
+    "18291": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the Atlantic puffin.\nThe Atlantic puffin has webbed feet. Its feet are adapted for swimming. As it swims, the Atlantic puffin uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe platypus has webbed feet. Its feet are adapted for swimming.\nThe spectral tarsier has long toes. Its feet are not adapted for swimming. The spectral tarsier uses its feet to climb trees. The answer is A.",
+    "18294": "Look at the map.\nThe map shows that the conflict involved countries and territories throughout Europe, South America, Africa, Asia, and North America. The only continents not involved were Australia, where no Europeans had settled, and Antarctica, where no humans lived.\nThe French and Indian War was part of a global war between rival empires. An empire is a group of places ruled by a central power. At the time, several empires were fighting to become the most powerful in the world. Many historians call this global war the Seven Years' War.\nThe French and Indian War was the part of the Seven Years' War fought in North America. This war led to big changes in the relationship between the Thirteen Colonies and Great Britain. Historians often consider these changes important causes of the American Revolution, which started less than 20 years later. The answer is A.",
+    "18296": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Brad Lloyd is the most qualified candidate, because so many voters turned out to vote. However, even though many people voted for him, that doesn't necessarily mean that Brad Lloyd is the most qualified candidate. This illustrates a type of logical fallacy known as the bandwagon fallacy. The answer is A.",
+    "18303": "A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.\nIn a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.\nThe original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.\nThe substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.\nSo, in a chemical reaction, reactants go through a chemical change to form products. Read the underlined text carefully. Look for information about what happens to zinc in this chemical reaction.\nMany watches are powered by small, flat batteries called button cells. One common type of button cell contains the metal zinc. When zinc in the battery combines with oxygen in the air, zinc oxide forms. This process generates the electricity that powers the watch.\nThe underlined text tells you that when zinc and oxygen combine, zinc oxide is formed. When zinc and oxygen react, or go through a chemical change, their atoms are rearranged to form zinc oxide. Because zinc reacts in this chemical reaction, zinc is a reactant. The answer is B.",
+    "18306": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that if Leon enjoyed the casserole, then he would have eaten more. However, Leon could have enjoyed the casserole without wanting a second serving. This illustrates a type of logical fallacy known as a false dichotomy. The answer is C.",
+    "18310": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Hobbes has two alleles for straight fur (F). So, Hobbes's genotype for the fur type gene is FF. The answer is B.",
+    "18311": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2. The answer is C.",
+    "18322": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Kentucky is farthest east. The answer is B.",
+    "18328": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. Wet paint is a liquid. A liquid takes the shape of any container it is in. If you pour wet paint out of a can, the paint will change shape. But the wet paint will still take up the same amount of space.\nA clothespin is a solid. A solid has a size and shape of its own. You can open or close a clothespin. But it will still have a size and shape of its own.\nGrape juice is a liquid. A liquid takes the shape of any container it is in. If you pour grape juice into a different container, the grape juice will take the shape of that container. But the grape juice will still take up the same amount of space. The answer is A.",
+    "18334": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B.",
+    "18336": "Columbus is the capital of Ohio. The answer is A.",
+    "18338": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence tells about something, and it ends with a period. It is a declarative sentence. The answer is A.",
+    "18344": "The city is Denver, Colorado. New York City, New York; San Antonio, Texas; and St. Louis, Missouri are marked with gray circles on the map below. The answer is C.",
+    "18349": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the giant pangolin.\nThe giant pangolin has hard scales on its skin. Its skin is adapted for protection against a predator with sharp teeth. The scales make it difficult for predators to hurt or kill the giant pangolin.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe nine-banded armadillo has hard scales on its skin. Its skin is adapted for protection against a predator with sharp teeth.\nThe Grant's gazelle has thin fur covering its skin. Its skin is not adapted for protection against predators with sharp teeth. The answer is B.",
+    "18357": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Layla wants or needs:\nLayla will spend more time making the tomato soup than she would have spent making the beef barley soup. The answer is B.",
+    "18362": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Boxer has one allele for a black coat (L) and one allele for a reddish-brown coat (l). So, Boxer's genotype for the coat color gene is Ll. The answer is A.",
+    "18372": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Richard wants or needs:\nThe palm tree will use up more space than the marigolds would have used up. The answer is A.",
+    "18382": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses can in its traditional sense: to have the ability to.\nGrace can type using a keyboard with a QWERTY layout, but she prefers the Dvorak layout. The two keyboards have different arrangements of letters and symbols.\nThe second text uses can in its nontraditional sense: to have permission to.\nIf Grace prefers a keyboard with the Dvorak layout, she can use mine. In my opinion, it's faster than typing on a keyboard with a QWERTY layout.\nMost style guides recommend to use the traditional sense of the word can because it is considered more standard. The answer is A.",
+    "18387": "The passage says a baby blue whale is as big as a car. It is a newborn baby, so it is not as big as an adult whale. An adult whale is as long as two school buses put together. So, an adult whale is bigger than a baby blue whale. The answer is A.",
+    "18389": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Sushi's observable version of the body color trait is a golden body. So, Sushi's phenotype for the body color trait is a golden body. The answer is A.",
+    "18395": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. Look at the distance each bat moved and the time it took to move that distance.\nOne bat moved 40 kilometers in 10 hours.\nThe other bat moved 225 kilometers in 10 hours.\nNotice that each bat spent the same amount of time moving. The bat that moved 40 kilometers moved a shorter distance in that time. So, that bat must have moved at a lower speed. The answer is A.",
+    "18396": "Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height. In this experiment, Jason and his neighbors investigated whether adding sunflower seeds to bird feeders affects how many woodpeckers visit yards. The yards with empty feeders did not get sunflower seeds. So, they were part of a control group. The answer is A.",
+    "18405": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. Look at the distance each bowhead whale moved and the time it took to move that distance.\nOne bowhead whale moved 25 miles in 10 hours.\nThe other bowhead whale moved 60 miles in 10 hours.\nNotice that each bowhead whale spent the same amount of time moving. The bowhead whale that moved 25 miles moved a shorter distance in that time. So, that bowhead whale must have moved at a lower speed. The answer is A.",
+    "18407": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nThere are usually more days with low air pressure than high air pressure where Diane lives.\nAir pressure is caused by the weight of the air in the atmosphere. When the air pressure is low, the sky is usually cloudy.\nThe passage tells you about the usual pattern of air pressure where Diane lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A.",
+    "18412": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. A gold bracelet is a solid. You can wrap a gold bracelet around your wrist. But the bracelet will still have a size and shape of its own.\nA plate is a solid. If someone drops a plate, it may break into pieces. But each piece will still have a size and shape of its own.\nApple juice is a liquid. A liquid takes the shape of any container it is in. If you pour apple juice into a different container, the juice will take the shape of that container. But the juice will still take up the same amount of space.\nA tortoise shell is a solid. A solid has a size and shape of its own. A tortoise shell is made of a solid called keratin, just like your fingernails! The answer is C.",
+    "18420": "Augusta is the capital of Maine. The answer is B.",
+    "18421": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is C.",
+    "18424": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince event is between the guide words easel - enamel, it would be found on that page. The answer is A.",
+    "18426": "Ramadan is a special time of year in the religion of Islam.\nPeople around the world celebrate Ramadan. Ramadan is celebrated during the ninth month of the Islamic calendar. The answer is A.",
+    "18427": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?\nThe number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.\nThere are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.\nThere are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. The better estimate for the length of a hiking trail is 1 mile.\n1 yard is too short. The answer is B.",
+    "18429": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. A ballet shoe is a solid. A solid has a size and shape of its own.\nWhen a dancer wears a ballet shoe, the ballet shoe still has a size and shape of its own. The answer is A.",
+    "18436": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. Floods destroyed the cough drop factories in Norwood. The number of producers of cough drops went down. So, the supply of cough drops will probably go down. The answer is A.",
+    "18440": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. Look at the distance each mountain biker moved and the time it took to move that distance.\nOne mountain biker moved 65 miles in 5 hours.\nThe other mountain biker moved 95 miles in 5 hours.\nNotice that each mountain biker spent the same amount of time moving. The mountain biker who moved 65 miles moved a shorter distance in that time. So, that mountain biker must have moved at a lower speed. The answer is B.",
+    "18446": "This country is Saint Kitts and Nevis. The answer is D.",
+    "18454": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each vial increased, which means that the thermal energy of each vial increased. So, thermal energy was transferred from the surroundings to each vial. The answer is B.",
+    "18472": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the air on a cold, rainy day is 44\u00b0F.\n44\u00b0C is too hot. The answer is A.",
+    "18483": "Annapolis is the capital of Maryland. The answer is C.",
+    "18487": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the word coughed. It describes the engine as if it were a person who is sick. The answer is A.",
+    "18492": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun she could refer to Carly or Jenny.\nCarly looks almost identical to her twin sister Jenny, but she has pierced ears.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nCarly has pierced ears, but otherwise she looks almost identical to her twin sister Jenny. The answer is A.",
+    "18494": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A yak is a mammal. It has hair and feeds its young milk.\nYaks live in cold places. Their long hair helps keep them warm.\nA bull shark is a fish. It lives underwater. It has fins, not limbs.\nBull sharks can live in both fresh and salt water. They are found in rivers and in shallow parts of the ocean.\nA shoebill is a bird. It has feathers, two wings, and a beak.\nShoebills live in tropical East Africa. Shoebills get their name from their shoe-shaped beaks.\nAn eastern newt is an amphibian. It has moist skin and begins its life in water.\nSome newts live in water. Other newts live on land but lay their eggs in water. The answer is B.",
+    "18499": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "18503": "Fern plants reproduce using both asexual reproduction and sexual reproduction.\nMature ferns have flat leaves called fronds. Ferns have structures that look like small dots on the underside of their fronds. These structures are called spore cases. The mature spores are released from the spore cases.\nWhen the spores land on the ground, they may germinate and grow into a new heart-shaped plant. The heart-shaped plant begins the fern's sexual reproduction stage by making eggs and sperm. Ferns do not have flowers. The sperm can swim though small water drops on the heart-shaped plant. The sperm may combine with the eggs. This is called fertilization. The fertilized eggs grow into spores.\nThe spores may land on the spore cases of other heart-shaped plants. When the spores germinate, they grow into a new heart-shaped plant. This new plant can begin the fern's sexual reproduction stage. Spores that do not land on the spore cases of other heart-shaped plants may germinate and grow into a mature fern. When the spores land on the spore cases of other heart-shaped plants, they may germinate and grow into a new heart-shaped plant. This new plant can begin the fern's sexual reproduction stage. Spores that do not land on the spore cases of other heart-shaped plants may germinate and grow into a mature fern.\nWhen spores land on the spore cases of other heart-shaped plants, they may germinate and grow into a mature fern. This mature fern can begin the fern's sexual reproduction stage. Spores that do not land on the spore cases of other heart-shaped plants may germinate and grow into a mature fern. The mature fern can begin the fern's sexual reproduction stage. Ferns do not have flowers. The sperm can swim though small water drops on the heart-shaped plant. The sperm may combine with the eggs. This is called fertilization. The fertilized eggs grow into spores. The spores may land on the spore cases of other heart-shaped plants. When the spores germinate, they grow into a new heart-shaped plant. This new plant can begin the fern's sexual reproduction stage. Spores that do not land on the spore cases of other heart-shaped plants may germinate and grow into a mature fern. The mature fern can begin the fern's sexual reproduction stage.",
+    "18506": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is A.",
+    "18516": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince earnest is between the guide words electric - ever, it would be found on that page. The answer is B.",
+    "18547": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. Look at the distance each bicycle moved and the time it took to move that distance. The direction each bicycle moved does not affect its speed.\nNotice that each bicycle moved for 5 hours. The bicycle that moved 145 miles moved the farthest distance in that time. So, that bicycle must have moved at the highest speed. The answer is C.",
+    "18550": "Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4 The answer is A.",
+    "18559": "Words are made up of syllables. Two kinds of syllables are closed and open.\nA closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.\ndesk: short e\nkit / ten: short i / short e\nAn open syllable ends with one vowel. It usually has a long vowel sound.\ngo: long o\nhe / ro: long e / long o\nSome open syllables end with y. The y makes a long e sound or a long i sound.\nsky: long i\nba / by: long a / long e The word no ends with a consonant and has a short vowel sound. So, it has a closed syllable. The answer is B.",
+    "18560": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is C.",
+    "18562": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. The equator is the line at 0\u00b0 latitude. It intersects Africa. It does not intersect Europe or Australia. The answer is C.",
+    "18565": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two blocks of concrete are made of the same material and have the same mass. So, the colder block of concrete has less thermal energy. The answer is A.",
+    "18571": "During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? The writer could best improve his or her ideas and development by focusing on one main idea.\nFor example, the writer could remove the underlined text to focus only on the reasons why smoking cigarettes is bad for your health.\nWhy is smoking cigarettes bad for your health? Cigarettes contain poisonous substances like carbon monoxide and tar, which can harm every part of your body. Smoking causes heart disease and damages your blood vessels. Eating a diet high in fat, sugar, and salt can also lead to heart disease. A lack of exercise contributes to heart disease, too. Smoking damages your lungs and can cause breathing problems or lung cancer. In fact, it can cause cancer in any organ in your body. The answer is B.",
+    "18572": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is A.",
+    "18576": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n To decide which planet is the smallest, look at the volumes shown in the table and compare the exponents. Mercury's volume has an exponent of 10, which is the smallest out of all the planets.\nMercury is made mainly of rock. So, the smallest planet is made mainly of rock. The answer is A.",
+    "18586": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there The deep sea is a type of ecosystem. Deep sea ecosystems have the following features: water at the bottom of the ocean, no sunlight, and organisms that crawl or stick to the ground. So, the New England Seamount Chain has water at the bottom of the ocean. It also has no sunlight. The answer is A.",
+    "18588": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, throws. The verb ends in -s and tells you about something that is true or happening now. The answer is A.",
+    "18609": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n To determine if this statement is true, calculate the value of 1,000 times the volume of Earth.\nThen compare the result to the volume of Jupiter. The volume of Jupiter is 1.43 x 10^15 km^3, which is more than 1.08 x 10^15 km^3. So, Jupiter's volume is more than 1,000 times that of Earth. The answer is B.",
+    "18617": "The colony is Pennsylvania. The answer is D.",
+    "18627": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A tiger shark is a fish. It lives underwater. It has fins, not limbs.\nA red-tailed hawk is a bird. It has feathers, two wings, and a beak. The answer is A.",
+    "18632": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nPotato chips have a salty taste. All four objects are salty.\nA stretchy object gets longer when you pull on it. The cracker is not stretchy.\nYou can see clearly through a transparent object. The ocean water is transparent, but the cracker is not.\nThe property that all four objects have in common is salty. The answer is A.",
+    "18651": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word the is not important, so it should not be capitalized.\nThe correct title is Don't Let the Turkeys Get You Down. The answer is B.",
+    "18658": "Columbia is the capital of South Carolina. The answer is D.",
+    "18659": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince midnight is between the guide words melt - myself, it would be found on that page. The answer is B.",
+    "18660": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses travesty in its traditional sense: a ridiculous imitation; a parody.\nDoug's ill-researched essay about the Space Race received a poor grade because it presented such a travesty of the actual historical events.\nThe second text uses travesty in its nontraditional sense: a disappointment or a tragedy.\nDoug realized that his essay about the Space Race was a bit inaccurate, but he still thought it a travesty that such an entertaining essay should receive a poor grade.\nMost style guides recommend to use the traditional sense of the word travesty because it is considered more standard. The answer is B.",
+    "18662": "The city is Philadelphia, Pennsylvania. New York City, Boston, and Washington, D.C., are marked with gray circles on the map below. The answer is C.",
+    "18673": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked. The text uses an allusion, a brief reference to someone or something well known.\nThe allusion to an ark suggests that Marcy thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds. The answer is A.",
+    "18675": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nAmphibians have the following traits:\nThey spend part of their lives in water and part on land.\nThey have moist skin.\nThey make eggs with no shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA Chinese alligator has the following traits:\nIt has scaly, waterproof skin.\nIt makes eggs with shells.\nA Chinese alligator does not have all of the traits of an amphibian. A Chinese alligator is a reptile.\nA green toad has the following traits:\nIt spends part of its life in water and part on land.\nIt has moist skin.\nIt makes eggs with no shells.\nA green toad has the traits of an amphibian. A green toad is an amphibian. The answer is B.",
+    "18682": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony. The answer is D.",
+    "18686": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "18687": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A European green toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years. The answer is B.",
+    "18689": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. To determine if this statement is true, calculate the value of 50% of Jupiter's volume by multiplying Jupiter's volume by 0.5.\nThen compare the result to the volume of Saturn. The volume of Saturn is 827,130 billion km^3, which is more than 715,640 billion km^3. So, Saturn's volume is more than 50% of Jupiter's volume. The answer is B.",
+    "18703": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Herman sat down on the rickety old chair, it abruptly collapsed beneath him. The answer is B.",
+    "18707": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Monta\u00f1a De Oro State Park have daily flooding and draining of seawater. They also have water that is rich in nutrients. The answer is A.",
+    "18714": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, reads. The verb ends in -s and tells you about something that is true or happening now. The answer is A.",
+    "18716": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nSoap is made in a factory. But all minerals are formed in nature.\nSo, soap is not a mineral.\nGalena is a mineral.\nNative gold is a mineral. The answer is C.",
+    "18718": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. A fir tree is a plant. It has green leaves.\nThe leaves of fir trees are called needles.\nA sheep is an animal. It eats plants.\nPeople raise sheep for their fur, meat, and milk.\nA chili pepper is a plant. It has many green leaves.\nChili peppers give food a spicy flavor.\nA tulip is a plant. It has a green stem.\nTulips grow best in cool, dry places. The answer is A.",
+    "18722": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees. Look at the picture of the giraffe.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe gerenuk has a long neck. Its neck is adapted for reaching high branches.\nThe black-tailed jackrabbit has a short neck. Its neck is not adapted for reaching high branches. The black-tailed jackrabbit uses its long ears to help find food. The answer is B.",
+    "18723": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince gravy is not between the guide words gale - giraffe, it would not be found on that page. The answer is B.",
+    "18739": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in past tense. You can tell because it uses a past-tense verb, strained. The verb ends in -ed and tells you about something that has already happened. The answer is A.",
+    "18743": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses factoid in its traditional sense: something made up presented as a true fact.\nAs a geneticist, Janet dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.\nThe second text uses factoid in its nontraditional sense: a trivial but true fact.\nAs a geneticist, Janet enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard. The answer is B.",
+    "18752": "Look at the table and images.\nBella wants broccoli. Darnell wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D.",
+    "18753": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Devin's favorite season is fall it is cool outside is a sentence fragment. It is missing a subject. The answer is A.",
+    "18763": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Jekyll and Hyde is literature.\nRobert Louis Stevenson's popular Victorian novella Dr. Jekyll and Mr. Hyde tells the story of a man with two distinct personalities. Known to the world as a kind and highly respected doctor, at night he transforms into a monstrous person.\nThe allusion Jekyll and Hyde means kind then cruel. The answer is A.",
+    "18765": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Mabel's observable version of the xeroderma pigmentosum trait is having xeroderma pigmentosum. So, Mabel's phenotype for the xeroderma pigmentosum trait is having xeroderma pigmentosum. The answer is A.",
+    "18775": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince jeep is between the guide words jar - jut, it would be found on that page. The answer is A.",
+    "18779": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is B.",
+    "18786": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nWorking vacation is a contradiction, because going on a vacation implies that you are taking a break from work. The answer is B.",
+    "18787": "Indianapolis is the capital of Indiana. The answer is D.",
+    "18792": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. The prime meridian is the line at 0\u00b0 longitude. It intersects Africa. It does not intersect South America or Asia. The answer is C.",
+    "18795": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nYou can see clearly through a colorful object. The water is not colorful.\nA transparent object lets light through. The water is transparent. The answer is B.",
+    "18796": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A.",
+    "18803": "There is a surplus if there is too much for sale at a given price.\nThere is a shortage if there is not enough for sale at a given price.\nSurpluses and shortages usually happen when people who are selling goods or services charge too much or too little.\nWhen the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.\nWhen the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. At the current price, there are too many cars for sale. There are 20 cars for sale, but only 40 people want to buy one.\nSo, there is a surplus of cars. The dealership will not get any money for the leftover cars. The answer is A.",
+    "18812": "The colony is Rhode Island. The answer is C.",
+    "18814": "Cheyenne is the capital of Wyoming. The answer is B.",
+    "18816": "A rural area is less developed than a suburban area. The answer is A.",
+    "18822": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Australia. The answer is A.",
+    "18841": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C.",
+    "18846": "Juneau is the capital of Alaska. The answer is D.",
+    "18858": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Queenie's observable version of the cheek color trait is bright orange cheeks. So, Queenie's phenotype for the cheek color trait is bright orange cheeks. The answer is A.",
+    "18864": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Reggie is capitalized because it is a proper noun. The answer is B.",
+    "18873": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nThe Dominican Republic has lush, green forests and beautiful beaches. A biologist studying insects noticed that it was cooler in the forest than at the beach for most of last week.\nThe underlined part of the passage tells you about the temperature in the Dominican Republic last week. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B.",
+    "18876": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "18885": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, Cape Breton Highlands National Park has many evergreen trees. It also has soil that is poor in nutrients. The answer is B.",
+    "18889": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nBoth magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is C.",
+    "18892": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nCutting an apple is a physical change. The apple gets a different shape. But it is still made of the same type of matter as the uncut apple.\nA sidewalk heating up in the sun is a physical change. The temperature of the sidewalk goes up, but the sidewalk is still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nA sidewalk getting warm in the sun is caused by heating. But cutting an apple is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D.",
+    "18895": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the black-bellied whistling duck.\nThe black-bellied whistling duck has webbed feet. Its feet are adapted for swimming. As it swims, the black-bellied whistling duck uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe common guillemot has webbed feet. Its feet are adapted for swimming.\nThe spectral tarsier has long fingers and toes. Its feet are not adapted for swimming. The spectral tarsier uses its feet to grab insects and other small invertebrates. The answer is B.",
+    "18896": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA bouncy object will bounce back from the floor if you drop it. Both objects are bouncy.\nA colorful object has one or more bright colors. Neither of the objects are colorful.\nThe property that both objects have in common is bouncy. The answer is A.",
+    "18906": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nAlone together is a contradiction, because being alone means by yourself, but together means with someone else. The answer is B.",
+    "18907": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing. An event chain uses arrows to show the order of events. This event chain shows some main events from the American Revolution.\nFollow the arrows to see the order of events. An arrow points from the Declaration of Independence to the Constitution. So, the Declaration of Independence was written first. The answer is A.",
+    "18915": "In the 1400 s, the Portuguese began exploring the coast of Africa. They wanted to find a trade route to the Indian Ocean. To do this, they had to go around Africa.\nBut the Portuguese were not the only ones interested in trading in the Indian Ocean. The rulers of Spain also wanted to trade there. In fact, the Spanish had already sent expeditions to try to find a way around Africa.\nThe answer is C.",
+    "18919": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince rampart is not between the guide words reach - risk, it would not be found on that page. The answer is B.",
+    "18920": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. The common carp has one allele for normal scales (A) and one allele for mirror scales (a). So, the carp's genotype for the scale type gene is Aa. The answer is B.",
+    "18935": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Waterloo is history.\nThe Battle of Waterloo was fought in 1815 and was won by British forces under the command of Arthur Wellesley, the Duke of Wellington.\nThe allusion Waterloo means a decisive defeat. The answer is B.",
+    "18936": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C.",
+    "18937": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles. The answer is A.",
+    "18949": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Zelda's genotype for the coat pattern gene is aa. Zelda's genotype of aa has only a alleles. The a allele is for white spots. So, Zelda's phenotype for the coat pattern trait must be white spots.\nTo check this answer, consider whether Zelda's alleles are dominant or recessive. The allele for solid coloring (A) is dominant over the allele for white spots (a). This means A is a dominant allele, and a is a recessive allele.\nZelda's genotype of aa has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Zelda's phenotype for the coat pattern trait must be white spots. The answer is B.",
+    "18973": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A desert is a type of ecosystem. Deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, Death Valley has dry, thin soil. It also has many different types of organisms. The answer is A.",
+    "18985": "This country is Trinidad and Tobago. The answer is C.",
+    "18994": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is B.",
+    "19002": "Cheyenne is the capital of Wyoming. The answer is D.",
+    "19016": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The second sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction and.\nFirst, Trent planted the geraniums in a clay pot, and then he placed the pot on a sunny windowsill in his kitchen. The answer is B.",
+    "19017": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "19022": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Slate does not have all the properties of a mineral. So, slate is not a mineral. The answer is A.",
+    "19023": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A tiger shark is a fish. It lives underwater. It has fins, not limbs.\nA bald eagle is a bird. It has feathers, two wings, and a beak. The answer is B.",
+    "19029": "According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. Colton is pushing on the wheelchair. So, Newton's third law tells you that the wheelchair is pushing on Colton. The answer is A.",
+    "19034": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Scratchy is a property. A scratchy material is rough and itchy against your skin.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the bark is scratchier. If you could touch this tree bark, it would feel rough and itchy. The answer is A.",
+    "19036": "Brendan wanted broccoli in his lunch and Isaac was hoping for tomatoes. Look at the labeled part of the images.\nBrendan has tomatoes. Isaac has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is C.",
+    "19042": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that the smallest planet is Mercury and that Mercury is made mainly of rock. So, the smallest planet is made mainly of rock. The answer is B.",
+    "19043": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Nerium oleander is a plant. Plants are made up of many cells. The answer is B.",
+    "19045": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that being socially awkward determines knowledge of workplace safety. This is a personal attack that isn't relevant to Mr. Goodman's desire to prevent workplace injuries. This illustrates a type of logical fallacy known as ad hominem. The answer is A.",
+    "19049": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses a pun, a word or phrase that humorously suggests more than one meaning.\nHurdle refers to an obstacle that one must overcome. It also refers to an object that a runner jumps over. The answer is A.",
+    "19055": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a bowl of ice cream is 36\u00b0F.\n36\u00b0C is too hot. The answer is A.",
+    "19060": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun he could refer to Greg or Eric.\nAfter Greg talked with Eric about the research project, he felt better about collaborating on it.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nEric felt better about collaborating on the research project after Greg talked with him about it. The answer is B.",
+    "19063": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Humans do not choose their natural hair color. Some people dye their hair. But this does not change their natural hair color.\nChildren get their natural hair color from their parents. So, Victor's hair color is an inherited trait. The answer is B.",
+    "19070": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Eli wants or needs:\nEli will give up the chance to see the tamarins. He would have enjoyed seeing them more than the polar bears. The answer is B.",
+    "19075": "Jackson is the capital of Mississippi. The answer is A.",
+    "19078": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a hammer is 17 centimeters.\n17 millimeters is too short. 17 meters and 17 kilometers are too long. The answer is D.",
+    "19080": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A.",
+    "19086": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of an elephant is 5,725 kilograms.\n5,725 grams is too light. The answer is B.",
+    "19090": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence makes a request, so it is an imperative sentence. Here, it ends with a period. The answer is B.",
+    "19093": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between the sled and the center of Earth changed.\nThe bottom of the hill was lower than the point where Rose started sledding. As Rose rode toward the bottom of the hill, the distance between the sled and the center of Earth decreased. So, the gravitational potential energy stored between the sled and Earth decreased as Rose rode down the hill. The answer is A.",
+    "19112": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the clothes hanger.\nThe clothes hanger is made of two different materials. The hook is made of metal, and the rest of the hanger is made of cardboard. The answer is A.",
+    "19115": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Nibbles's genotype for the body size gene is BB. Nibbles's genotype of BB has only B allelles. The B allele is for a normal-sized body. So, Nibbles's phenotype for the body size trait must be a normal-sized body.\nTo check this answer, consider whether Nibbles's alleles are dominant or recessive. The allele for a normal-sized body (B) is dominant over the allele for a dwarf body (b). This means B is a dominant allele, and b is a recessive allele.\nNibbles's genotype of BB has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Nibbles's phenotype for the body size trait must be a normal-sized body. The answer is A.",
+    "19117": "Carson City is the capital of Nevada. The answer is B.",
+    "19118": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "19122": "Raleigh is the capital of North Carolina. The answer is B.",
+    "19133": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Pacific Ocean. The answer is B.",
+    "19134": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2. The answer is A.",
+    "19136": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses an allusion, a brief reference to someone or something well known.\nNeverland alludes to the story of Peter Pan, a boy who lived in Neverland and never grew up. The answer is A.",
+    "19139": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. The prime meridian is the line at 0\u00b0 longitude. It intersects the Atlantic Ocean. It does not intersect the Pacific Ocean or the Indian Ocean. The answer is A.",
+    "19142": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nTake him years to finish is an exaggeration, since it probably does not take him entire years to fetch coffee. The answer is A.",
+    "19143": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA piece of avocado turning brown is a chemical change. The avocado reacts with oxygen in the air to form a different type of matter.\nIf you scrape off the brown part of the avocado, the inside will still be green. The inside hasn't touched the air. So the chemical change hasn't happened to that part of the avocado.\nBoiling sugar to make caramel is a chemical change. The heat causes the sugar to change into a different type of matter. Unlike sugar, the new matter is brown and sticky.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBoiling sugar is caused by heating. But a piece of avocado turning brown is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C.",
+    "19150": "Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. To decide whether washing cars is a good or a service, ask these questions:\nIs washing cars something you can touch? No.\nIs washing cars a job you might pay someone else to do? Yes.\nSo, washing cars is a service. The answer is B.",
+    "19155": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Fluorite has all the properties of a mineral. So, fluorite is a mineral. The answer is B.",
+    "19156": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between the hockey puck and the center of Earth changed.\nBecause the goal was lower than the table, the distance between the hockey puck and the center of Earth decreased as the puck slid toward the goal. As the distance between the hockey puck and the center of Earth decreased, the gravitational potential energy stored between the hockey puck and Earth decreased as the puck slid toward the goal. The answer is C.",
+    "19158": "Hartford is the capital of Connecticut. The answer is D.",
+    "19161": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The seashell and the apple seeds are not translucent.\nA hard object does not change shape when pressed or squeezed. All three objects are hard.\nA soft object changes shape when pressed or squeezed. None of the objects are soft.\nThe property that all three objects have in common is hard. The answer is B.",
+    "19163": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a garden snail is 42 millimeters.\n42 centimeters and 42 meters are both too long. The answer is C.",
+    "19164": "This country is Cuba.\nDoes Cuba have any territorial disputes?\nCuba claims to own Guantanamo Bay Naval Base, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States controls the area and uses it as a military base and prison. A treaty in 1903 gave the U.S. the right to rent the land from Cuba. But today, Cuba says that it had no choice but to accept the treaty. It wants the United States to leave the area and does not accept the rent money sent by the United States each year. The answer is B.",
+    "19165": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Senator Larsen can't empathize with his low-income constituents because he went to an elite university. However, going to an elite university doesn't necessarily mean you're out of touch. This illustrates a type of logical fallacy known as guilt by association. The answer is A.",
+    "19167": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B.",
+    "19176": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to mow the lawn is 40 minutes.\n40 hours is too slow. The answer is B.",
+    "19182": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Scratches's observable version of the fur type trait is curly fur. So, Scratches's phenotype for the fur type trait is curly fur. The answer is B.",
+    "19187": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is C.",
+    "19197": "A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers. The police department is in column 2. The answer is C.",
+    "19204": "Honolulu is the capital of Hawaii. The answer is B.",
+    "19206": "Des Moines is the capital of Iowa. The answer is B.",
+    "19213": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. The river flooded the town during the storm is a complete sentence. The subject is the river, and the verb is flooded. The answer is A.",
+    "19217": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses unique in its traditional sense: being the only one of its kind.\nEach vase and bowl in Ashley's collection of handmade pottery is unique. The colors and designs reflect both her cultural heritage and her individual artistic style.\nThe first text uses unique in its nontraditional sense: interesting or unusual. Ashley is a distinctive artist, but might not be one of a kind. It may be helpful to remember that if unique is modified by an adverb\u2014as in most unique, very unique, or quite unique\u2014it is probably being used nontraditionally.\nAshley's collection of handmade pottery was featured in last week's edition of the Weston Journal, which identified her as \"one of the most unique young artists to debut this year.\"\nMost style guides recommend to use the traditional sense of the word unique because it is considered more standard. The answer is B.",
+    "19220": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The tow truck is pulling the car. The direction of the pull is toward the tow truck. The answer is B.",
+    "19223": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Brittany wants or needs:\nThe maple tree will use up more space than the poppies would have used up. The answer is B.",
+    "19225": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Indian Ocean. The answer is A.",
+    "19227": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with white spots or solid coloring, consider whether each phenotype is the dominant or recessive allele's version of the coat pattern trait. The question tells you that the a allele, which is for white spots, is recessive to the A allele, which is for solid coloring.\nWhite spots is the recessive allele's version of the coat pattern trait. A cow with the recessive version of the coat pattern trait must have only recessive alleles for the coat pattern gene. So, offspring with white spots must have the genotype aa.\nThere are 2 boxes in the Punnett square with the genotype aa. These boxes are highlighted below.\nSolid coloring is the dominant allele's version of the coat pattern trait. A cow with the dominant version of the coat pattern trait must have at least one dominant allele for the coat pattern gene. So, offspring with solid coloring must have the genotype AA or Aa.\nThere are 2 boxes in the Punnett square with the genotype AA or Aa. These boxes are highlighted below.\nSo, the expected ratio of offspring with white spots to offspring with solid coloring is 2:2. This means that, on average, this cross will produce 2 offspring with white spots for every 2 offspring with solid coloring. The answer is D.",
+    "19232": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas. An icicle is a solid. A solid takes a shape of its own.\nAn icicle is made of frozen water. As the icicle grows, it expands into a solid that takes a shape of its own. The answer is A.",
+    "19237": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is A.",
+    "19239": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA fragile object will break into pieces if you drop it. None of the objects are fragile.\nBlue is a color.\nThis color is blue. None of the objects are blue.\nA bouncy object will bounce back from the floor if you drop it. All three objects are bouncy.\nThe property that all three objects have in common is bouncy. The answer is A.",
+    "19244": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the leaf-mimic katydid.\nThe leaf-mimic katydid has a green leaf-shaped body. It is adapted to be camouflaged among green leaves. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe blue poison dart frog has brightly colored skin. It is not adapted to be camouflaged among green leaves.\nThe shield mantis has a green leaf-shaped body. It is adapted to be camouflaged among green leaves. The answer is B.",
+    "19248": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the Sumatran orangutan.\nThe Sumatran orangutan has long fingers and toes. It is adapted for climbing trees. The Sumatran orangutan uses its long fingers and toes to hold on to branches while climbing.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bare-eared squirrel monkey has long fingers and toes. It is adapted for climbing trees.\nThe Grevy's zebra has four hoofed feet. It is not adapted for climbing trees. The Grevy's zebra uses its feet to walk and run. The answer is B.",
+    "19253": "Providence is the capital of Rhode Island. The answer is B.",
+    "19257": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nBirds have the following traits:\nThey have feathers.\nThey have wings.\nThey have a beak.\nThey make eggs with shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA barn owl has the following traits:\nIt has feathers.\nIt has wings.\nIt has a beak.\nIt makes eggs with shells.\nA barn owl has the traits of a bird. A barn owl is a bird.\nA minnow has the following traits:\nIt has fins, not limbs.\nIt makes eggs with no shells.\nA minnow does not have all of the traits of a bird. A minnow is a fish. The answer is B.",
+    "19259": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is B.",
+    "19260": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, Mount Rainier National Park has long, cold winters. It also has soil that is poor in nutrients. The answer is A.",
+    "19263": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Poseidon's genotype for the iridescent scales gene is ii. Poseidon's genotype of ii has only i alleles. The i allele is for mostly plain scales. So, Poseidon's phenotype for the iridescent scales trait must be mostly plain scales.\nTo check this answer, consider whether Poseidon's alleles are dominant or recessive. The allele for mostly iridescent scales (I) is dominant over the allele for mostly plain scales (i). This means I is a dominant allele, and i is a recessive allele.\nPoseidon's genotype of ii has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Poseidon's phenotype for the iridescent scales trait must be mostly plain scales. The answer is A.",
+    "19271": "Richmond is the capital of Virginia. The answer is C.",
+    "19274": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to play basketball. Instead, some people learn how to play basketball. Playing the sport takes practice. So, playing basketball is an acquired trait. The answer is B.",
+    "19278": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction or.\nYou might be excited by all of the people and activity in Tokyo, or it might be a bit overwhelming. The answer is A.",
+    "19287": "The colony is Pennsylvania. The answer is B.",
+    "19292": "Topeka is the capital of Kansas. The answer is C.",
+    "19293": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B.",
+    "19296": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nMany crops are grown in California's Central Valley. Thick fog often fills the valley during the cold winter months.\nThe underlined part of the passage tells you about the usual pattern of fog in California's Central Valley. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A.",
+    "19303": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C.",
+    "19305": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n The table tells you that Mercury, Venus, Earth, and Mars are the planets made mainly of rock. Of these planets, Earth has the volume with the largest exponent. So, Earth is the largest planet that is made mainly of rock. The answer is A.",
+    "19310": "All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. A hockey puck is not a living thing.\nHockey pucks do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nA snowman is not a living thing.\nSnowmen do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nA swing set is not a living thing.\nSwing sets do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nYeast is a living thing.\nYeast grows and responds to its environment. It needs food and water. Yeast is made up of just one cell.\nYeast is a fungus. Some fungi live on plants. Yeast is a fungus that lives on plants. The answer is B.",
+    "19318": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two drops of honey are made of the same material and have the same mass. So, the colder drop of honey has less thermal energy. The answer is B.",
+    "19323": "The answer is C.",
+    "19324": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom see eye to eye suggests that Mr. and Mrs. Chandler usually agree. When you see eye to eye with someone, you share their opinion. The answer is B.",
+    "19327": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of the Nile River is 6,850 kilometers.\n6,850 centimeters is too short. The answer is A.",
+    "19333": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first greeting is correct:\nIts first word is capitalized, and it ends with a comma. Dr. Sutton is capitalized because it is a proper noun. The answer is B.",
+    "19334": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Candle wax does not have all the properties of a mineral. So, candle wax is not a mineral. The answer is A.",
+    "19351": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. Floods destroyed the cough drop factories in Milford. The number of producers of cough drops went down. So, the supply of cough drops will probably go down. The answer is B.",
+    "19353": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is A.",
+    "19355": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A.",
+    "19367": "When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.\nThis table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.\nType of symbiotic relationship | Organism of one species... | Organism of the other species...\nCommensal | benefits | is not significantly affected\nMutualistic | benefits | benefits\nParasitic | benefits | is harmed (but not usually killed) When an Alcon blue caterpillar lives in a Myrmica ant nest, the caterpillar gets food and protection from the ants. So, the caterpillar benefits from its relationship with the ants.\nThe ants also benefit from their relationship with the caterpillar. The ants get food for their nest, and they also get rid of other ants that might compete with the caterpillar for food.\nSince both the caterpillar and the ants benefit, a mutualistic relationship is formed when an Alcon blue caterpillar lives in a Myrmica ant nest. The answer is B.",
+    "19375": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles. The answer is B.",
+    "19381": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Emma Hammond can't understand rural, blue-collar workers because she is associated with an urban newspaper. However, where Emma works doesn't necessarily indicate anything about her ability to empathize. This illustrates a type of logical fallacy known as guilt by association. The answer is A.",
+    "19386": "When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.\nSensory Category | Description\nSight | These are words like bright, clean, and purple. A reader can imagine looking at these details.\nSound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.\nTaste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.\nSmell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.\nTouch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.\nMany sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.\n Look at the picture.\nThe word chirping describes the sound these birds make.\nQuacking and popping can also describe sounds. But they do not describe the sounds these birds make. The answer is A.",
+    "19397": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the Namaqua chameleon.\nThe Namaqua chameleon has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe European green lizard has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert.\nThe horned viper has a sand-colored body. It is adapted to be camouflaged in a sandy desert. The answer is B.",
+    "19401": "Richmond is the capital of Virginia. The answer is A.",
+    "19405": "Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment. The answer is A.",
+    "19408": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is B.",
+    "19430": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A seahorse is a fish. It lives underwater. It has fins, not limbs.\nSeahorses live in shallow, warm water. They can use their tails to hold on to plants.\nA water buffalo is a mammal. It has hair and feeds its young milk.\nWater buffaloes live in Asia. Some people raise water buffaloes for their milk.\nA tokay gecko is a reptile. It has scaly, waterproof skin.\nMany geckos have special pads on their toes. The pads help them climb up plants and rocks.\nA western toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole. The answer is B.",
+    "19442": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks. This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.\nAccording to a 2008 study, hog farms across five counties in eastern North Carolina produce more than fifteen million tons of manure every year, creating a waste management challenge of epic proportions for county officials. The answer is A.",
+    "19444": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince escape is between the guide words equal - everyday, it would be found on that page. The answer is A.",
+    "19456": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "19457": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses overly simple or imprecise language (took pictures, ordinary daily life).\nThe first sentence uses more precise language, so it is more formal overall. The answer is A.",
+    "19460": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C.",
+    "19470": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles. The answer is B.",
+    "19473": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a bathtub is 320 liters.\n320 milliliters is too little. The answer is A.",
+    "19476": "Boston is the capital of Massachusetts. The answer is D.",
+    "19477": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is B.",
+    "19479": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is A.",
+    "19484": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A.",
+    "19493": "The answer is C.",
+    "19494": "The colony is Rhode Island. The answer is C.",
+    "19496": "Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.\nOther animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. A comet moth is an insect. Like other insects, a comet moth does not have a backbone. It has a hard outer cover.\nA tokay gecko is a reptile. Like other reptiles, a tokay gecko has a backbone. The answer is A.",
+    "19500": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that if Joe enjoyed the casserole, then he would have eaten more. However, Joe could have enjoyed the casserole without wanting a second serving. This illustrates a type of logical fallacy known as a false dichotomy. The answer is B.",
+    "19501": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Norma is telling the truth because she says she never lies. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning. The answer is B.",
+    "19508": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Most humans are born with five fingers on each hand. So, having five fingers is an inherited trait. The answer is B.",
+    "19515": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nMammals have the following traits:\nThey feed their offspring milk.\nThey have fur or hair.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA harvest mouse has the following traits:\nIt feeds its offspring milk.\nIt has fur.\nA harvest mouse has the traits of a mammal. A harvest mouse is a mammal.\nA minnow has the following traits:\nIt has fins, not limbs.\nIt makes eggs with no shells.\nA minnow does not have all of the traits of a mammal. A minnow is a fish. The answer is A.",
+    "19520": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "19524": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "19525": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees. Look at the picture of the great egret.\nThe great egret has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. This allows the great egret to grab the prey without scaring it away.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe great blue heron has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still.\nThe frigatebird has a short neck. Its neck is not adapted for hunting prey while keeping the rest of its body still. The answer is B.",
+    "19531": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Atlanta, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Mar\" is incorrect.\nChoice \"March is drier than February. The average precipitation in March is lower, so March is drier than February.\" is incorrect.\nChoice \"February is wetter than March. The average precipitation in February is higher, so February is wetter than March.\" is incorrect.\nChoice \"Atlanta has a rainy season and a dry season. The answer is B.\" is incorrect.\nChoice \"Precipitation does not change much from month to month in Atlanta. The average monthly precipitation changes only slightly throughout the year.\" is incorrect. The answer is C.",
+    "19532": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Biscotti's genotype for the fur texture gene is ff. Biscotti's genotype of ff has only f alleles. The f allele is for wavy fur. So, Biscotti's phenotype for the fur texture trait must be wavy fur.\nTo check this answer, consider whether Biscotti's alleles are dominant or recessive. The allele for straight fur (F) is dominant over the allele for wavy fur (f). This means F is a dominant allele, and f is a recessive allele.\nBiscotti's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Biscotti's phenotype for the fur texture trait must be wavy fur. The answer is A.",
+    "19533": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "19535": "A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers. The fire department is in column 4. The answer is B.",
+    "19538": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" An article should be in quotation marks.\nThe correct title is \"To Help a Shy Child, Listen.\" The answer is A.",
+    "19545": "This country is Palau. The answer is D.",
+    "19546": "Columbus is the capital of Ohio. The answer is B.",
+    "19548": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A white stork is a bird. It has feathers, two wings, and a beak.\nStorks wade in shallow water to look for food. Storks eat fish, insects, worms, and other small animals.\nA red-eyed tree frog is an amphibian. It has moist skin and begins its life in water.\nA red-eyed tree frog has sticky pads on its toes. The sticky pads help the red-eyed tree frog hold on to leaves. The answer is B.",
+    "19549": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A.",
+    "19550": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. All three baked potatoes have the same mass but different temperatures. Since the 43\u00b0C potato is the hottest, it has the most thermal energy. The answer is A.",
+    "19558": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA soft object changes shape when pressed or squeezed. The sandpaper is not soft.\nYou can see clearly through a transparent object. None of the objects are transparent.\nA bumpy object is covered in lumps and bumps. All three objects are bumpy.\nThe property that all three objects have in common is bumpy. The answer is C.",
+    "19592": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word on is not important, so it should not be capitalized.\nThe correct title is Hop on Pop. The answer is B.",
+    "19595": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nSo full I could explode is an exaggeration, since it is clear that the speaker is not actually in danger of exploding. The answer is A.",
+    "19601": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince platform is between the guide words perfect - polo, it would be found on that page. The answer is A.",
+    "19602": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is C.",
+    "19618": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nShaking up salad dressing is a physical change. The different parts mix together, but they are still made of the same type of matter.\nBreaking a piece of glass is a physical change. The glass gets broken into pieces. But each piece is still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C.",
+    "19620": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to ride a bicycle. Instead, many people learn how to ride. So, riding a bicycle is an acquired trait. The answer is A.",
+    "19625": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nSugar has a sweet taste. The jello is sweet, but the icicle, the snowflake, and the cup are not.\nA fragile object will break into pieces if you drop it. All four objects are fragile.\nYou can see clearly through a transparent object. The icicle, the snowflake, and the cup are not transparent.\nThe property that all four objects have in common is fragile. The answer is A.",
+    "19629": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word to is not important, so it should not be capitalized.\nThe correct title is \"Mother to Son.\" The answer is A.",
+    "19632": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the simple sentence. It is a single independent clause.\nThe thermometer and the cough syrup are in the medicine cabinet next to the cotton balls. The answer is B.",
+    "19634": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Most humans are born with five toes on each foot. So, having five toes is an inherited trait. The answer is A.",
+    "19638": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince nimble is not between the guide words nation - next, it would not be found on that page. The answer is B.",
+    "19641": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Aunt Clare's heavy baggage is a sentence fragment. It is missing a verb. The answer is A.",
+    "19642": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion catch-22 is literature.\nJoseph Heller coined the term \"catch-22\" in his 1961 novel of the same name. In the novel, if an army pilot wants to avoid dangerous missions, he must be deemed mentally unfit; however, his desire to stay safe proves his sanity, so he can never be excused from a mission. Heller called this sort of predicament or dilemma a catch-22.\nThe allusion catch-22 means a no-win situation. The answer is B.",
+    "19658": "Look at the passage. It tells you how jumping spiders catch their food.\nJumping spiders are fast. They can also jump far.\nMost spiders make webs to catch bugs. Then, they eat the bugs. But jumping spiders catch their food in another way. They jump onto flies and other bugs. The answer is B.",
+    "19659": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B.",
+    "19665": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Arkansas is farthest west. The answer is C.",
+    "19676": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A prairie grassland is a type of ecosystem. Prairie grasslands have the following features: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. So, the following statement describes the Buffalo Gap National Grassland ecosystem: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has a medium amount of rain. The following statements do not describe Buffalo Gap National Grassland: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has heavy rain. It has cold winters and cool summers. The answer is B.",
+    "19678": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Smooth is a property. A smooth material is not rough or bumpy.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the glass marbles are smoother. If you touch a glass marble, it will not feel rough or bumpy. The answer is B.",
+    "19681": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is C.",
+    "19691": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether carbon tetrachloride is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of carbon tetrachloride is composed of one carbon atom and four chlorine atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that carbon tetrachloride is composed of two chemical elements: carbon and chlorine. Since carbon tetrachloride is composed of multiple chemical elements bonded together, carbon tetrachloride is a compound. The answer is B.",
+    "19695": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Falstaffian is Shakespeare.\nSir John Falstaff, a comical character in several of William Shakespeare's plays, is known for his cheerful sociability and sometimes off-color humor.\nThe allusion Falstaffian means characterized by joviality and enjoyment of food and drink. The answer is A.",
+    "19697": "A fact is something that can be proved by research or observation.\nNapoleon Bonaparte was shorter than King Louis XVI.\nThe statement above is a fact. The statement can be proved by researching the height of each man and comparing them.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.\nNapoleon Bonaparte was a better leader than King Louis XVI.\nThe statement above is an opinion. People can have different ideas about what makes someone a \"better\" leader, so the statement cannot be proved. The second sentence states a fact.\nParkour is a physical discipline that involves getting from one point to another while navigating obstacles along the way.\nIt can be proved by reading a book about Parkour.\nThe first sentence states an opinion.\nThe greatest benefit of Parkour training is that it teaches people to see obstacles and challenges as opportunities.\nSeeing obstacles as opportunities shows what a person believes, thinks, or feels. Another person might have a different opinion about what the greatest benefit of Parkour training is. The answer is B.",
+    "19720": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with academic advisers.\nBefore Jake decided on a double major in history and Russian literature, he talked to academic advisers about the requirements for each major. The answer is A.",
+    "19723": "Words are made up of syllables. Two kinds of syllables are closed and open.\nA closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.\ndesk: short e\nkit / ten: short i / short e\nAn open syllable ends with one vowel. It usually has a long vowel sound.\ngo: long o\nhe / ro: long e / long o\nSome open syllables end with y. The y makes a long e sound or a long i sound.\nsky: long i\nba / by: long a / long e The word so ends with a vowel and has a long vowel sound. So, it has an open syllable. The answer is A.",
+    "19725": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. You can tell whether propane is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for propane is C3 H8. This formula contains two symbols: C for carbon and H for hydrogen. So, the formula tells you that propane is made of two chemical elements bonded together.\nSubstances made of two or more chemical elements bonded together are compounds. So, propane is a compound. The answer is B.",
+    "19726": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA fragile object will break into pieces if you drop it. None of the objects are fragile.\nA bouncy object will bounce back from the floor if you drop it. The stuffed dice and the diamond are not bouncy.\nA hard object does not change shape when pressed or squeezed. All three objects are hard.\nThe property that all three objects have in common is hard. The answer is C.",
+    "19730": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAs quiet as a jackhammer suggests that the snoring is loud. A jackhammer is not quiet, and neither is Mr. Burton's snoring. The answer is A.",
+    "19731": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is B.",
+    "19736": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! The properties of quartz match the properties of a mineral. So, quartz is a mineral. The answer is A.",
+    "19756": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is A.",
+    "19759": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. The prime meridian is the line at 0\u00b0 longitude. It intersects Antarctica. It does not intersect South America or North America. The answer is A.",
+    "19764": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A.",
+    "19778": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. A hair clip is a solid. A solid has a size and shape of its own. You can use a hair clip to keep your hair out of your face because the hair clip keeps its shape.\nThe water in a fishbowl is a liquid. A liquid takes the shape of any container it is in. If you pour water from a fishbowl into a different container, the water will take the shape of that container. But the water will still take up the same amount of space.\nThe air inside a raft is a gas. A gas expands to fill a space. The air inside a raft expands to fill all the space in the raft. If the raft leaks, the air will expand to fill a much larger space.\nHelium is a gas. A gas expands to fill a space. Helium is lighter than air. So, if you fill a balloon with helium, the balloon will rise. If helium leaks out of the balloon, the helium will expand into the space around the balloon. The answer is A.",
+    "19782": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1. The answer is C.",
+    "19787": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C.",
+    "19788": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nCheese is not a pure substance. But all minerals are pure substances.\nCheese is made by humans. But minerals are not made by living things.\nSo, cheese is not a mineral.\nChrysotile is a mineral.\nFluorite is a mineral. The answer is C.",
+    "19789": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Alvin's observable version of the eye color trait is brown eyes. So, Alvin's phenotype for the eye color trait is brown eyes. The answer is A.",
+    "19791": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony. The answer is A.",
+    "19793": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B.",
+    "19798": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. Chocolate syrup is a liquid. A liquid takes the shape of any container it is in. If you pour chocolate syrup into a container, the chocolate syrup will take the shape of that container. But the chocolate syrup will still take up the same amount of space.\nA hair clip is a solid. A solid has a size and shape of its own. You can use a hair clip to keep your hair out of your face because the hair clip keeps its shape.\nA tortoise shell is a solid. A solid has a size and shape of its own. A tortoise shell is made of a solid called keratin, just like your fingernails!\nA ballet shoe is a solid. A solid has a size and shape of its own. When a dancer wears a ballet shoe, it may bend a little. But the ballet shoe still has a size and shape of its own. The answer is A.",
+    "19807": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the cow.\nThe cow has long jaws and flat teeth. Its mouth is adapted to eat plant matter. The long jaws can help the cow reach grass. The flat teeth can help it cut and grind up the food into soft pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe zebra has long jaws and flat teeth. Its mouth is adapted to eat plant matter.\nThe silky anteater has a long tube-shaped mouth and no teeth. Its mouth is not adapted to eat plant matter. The silky anteater uses its mouth to get insects out of holes and burrows. The answer is A.",
+    "19818": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBaking an apple pie is a chemical change. The type of matter in the pie changes. The apples become soft, and the crust turns brown.\nMaking jam is a chemical change. It involves mixing fruit, sugar, and a substance called pectin.\nWhen these ingredients are mixed and cooked, the chemicals change into jam.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C.",
+    "19819": "Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.\nOther animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. A weaver ant is an insect. Like other insects, a weaver ant does not have a backbone. It has a hard outer cover.\nA common toad is an amphibian. Like other amphibians, a common toad has a backbone. The answer is B.",
+    "19824": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the simple sentence. It is a single independent clause.\nHenry Bacon's design of the Lincoln Memorial in Washington, D.C., won him a gold medal from the American Institute of Architects. The answer is B.",
+    "19830": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a fish out of water suggests that Brody felt out of place. A fish out of water is someone out of his or her usual, comfortable environment. The answer is A.",
+    "19850": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is A.",
+    "19860": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each vial increased, which means that the thermal energy of each vial increased. So, thermal energy was transferred from the surroundings to each vial. The answer is B.",
+    "19867": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "19872": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked. The text uses an allusion, a brief reference to someone or something well known.\nThe allusion nose is growing suggests that Lauren was lying. In the story of Pinocchio, when Pinocchio lies, his nose grows longer. The answer is A.",
+    "19877": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Acrochordus granulatus is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nAcrochordus granulatus is the organism's scientific name. So, you know that marine file snake is the common name. The answer is A.",
+    "19879": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is A.",
+    "19882": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is B.",
+    "19883": "In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.\nA single organism is an individual. Individuals of the same species that live in the same place are part of a population.\nMultiple populations of different species that live in the same place are part of a community.\nTogether, communities of living organisms and the nonliving parts of their environment make up an ecosystem. The answer is B.",
+    "19886": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "19888": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds. The words curl and hurl rhyme. They both end with the url sound.\nThe word gull does not rhyme. It ends with a different sound. The answer is C.",
+    "19889": "People around the world live in three main kinds of places: urban areas, suburban areas, and rural areas.\nAn urban area is a city. It has many people and businesses. The buildings are close to each other. The buildings are often tall and have many floors. Since there are so many people, traffic is usually bad. People will walk or take the bus, train, or subway to avoid traffic.\nA suburban area, or suburb, is near a city. It is quieter and less crowded than an urban area. People usually live in houses with yards. Most people drive to get places.\nA rural area is less crowded than both urban and suburban areas. Houses are much more spread out. People usually have to drive to get places. People in rural areas often live on farms or ranches.\nSome places, like small towns, don't really fit into any of the types. A small town does not have as many people as an urban area, but it has more people than a rural area. It is not near a city, so it is not called a suburb. Taller buildings are usually found in urban areas. The answer is A.",
+    "19894": "A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw. The first sentence states a fact.\nDry Valleys, Antarctica, is the driest place on Earth, followed by Arica, Chile.\nIt can be proved by looking up the information about Antarctica.\nThe second sentence states an opinion.\nThe cold, sunless winter months in Dry Valleys, Antarctica, are unbearable.\nUnbearable shows what a person believes, thinks, or feels. Another person might have a different opinion about what is bearable. The answer is B.",
+    "19899": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA smooth object is not scratchy or rough. All four objects are smooth.\nYou can see clearly through a transparent object. The water pitcher is transparent, but the slide and the hammer are not.\nA flexible object can be folded or bent without breaking easily. The rubber band is flexible, but the water pitcher and the slide are not.\nThe property that all four objects have in common is smooth. The answer is B.",
+    "19903": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion turn the other cheek is the Bible.\nIn the Bible, Jesus counsels his followers to resist retaliation. He says that if they are struck on the right cheek, they shouldn't lash out; instead, they should turn the other cheek toward their attacker.\nThe allusion turn the other cheek means to respond without aggression. The answer is B.",
+    "19904": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. The answer is A.",
+    "19905": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. You can tell whether potassium nitrate is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for potassium nitrate, KNO3, contains two atomic symbols: K for potassium and N for nitrogen. So, the formula tells you that potassium nitrate is composed of two chemical elements bonded together.\nSince potassium nitrate is composed of multiple chemical elements bonded together, potassium nitrate is a compound. The answer is A.",
+    "19908": "Olympia is the capital of Washington. The answer is B.",
+    "19912": "Barry wanted broccoli in his lunch and Mona was hoping for tomatoes. Look at the labeled part of the images.\nBarry has tomatoes. Mona has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is D.",
+    "19913": "According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. Sebastain is pulling on the suitcase. So, Newton's third law tells you that the suitcase is pulling on Sebastian. The answer is B.",
+    "19922": "Augusta is the capital of Maine. The answer is C.",
+    "19926": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Chandler wants or needs:\nChandler will give up the chance to eat the praline pecan ice cream. He likes this flavor more than caramel swirl. The answer is A.",
+    "19928": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B.",
+    "19934": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Australia. The answer is B.",
+    "19937": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The second sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction but.\nThe trek across New Zealand's South Island is exhausting, but the gorgeous views make it worth the effort. The answer is A.",
+    "19948": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince won is between the guide words white - win, it would be found on that page. The answer is B.",
+    "19952": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion David and Goliath is the Bible.\nIn the Bible, a young man named David slays Goliath, a giant and champion warrior, using nothing more than a sling and a stone.\nThe allusion David and Goliath means involving unequal rivals. The answer is B.",
+    "19955": "This country is the Marshall Islands.\nDoes the Marshall Islands have any territorial disputes?\nThe Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States claimed Wake Island in 1899 and has controlled it since then. But the Marshall Islands considers the island part of its territory. It says that its people have traveled to the island to gather food and resources for many years. Today, the island is mainly used by the U.S. Air Force. The answer is D.",
+    "19963": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Jekyll and Hyde is literature.\nRobert Louis Stevenson's popular Victorian novella Dr. Jekyll and Mr. Hyde tells the story of a man with two distinct personalities. Known to the world as a kind and highly respected doctor, at night he transforms into a monstrous person.\nThe allusion Jekyll and Hyde means kind then cruel. The answer is A.",
+    "19981": "Helena is the capital of Montana. The answer is A.",
+    "19984": "Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.\nThe food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.\nConsumers eat other organisms. There can be several kinds of consumers in a food chain:\nA primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.\nA secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.\nA tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.\nA top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer! In this food chain, the brown trout is a secondary consumer because it eats a primary consumer. The primary consumer in this food chain is the water flea. The answer is B.",
+    "19990": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. The air inside a soccer ball is a gas. A gas expands to fill a space. The air fills all the space inside the soccer ball. If air leaks out, it will expand into the space around the ball.\nA slide is a solid. A solid has a size and shape of its own. A slide has a size and shape of its own.\nThe air inside a bubble is a gas. A gas expands to fill a space. The air inside a bubble fills all the space in the bubble. If the bubble pops, the air will expand to fill a much larger space.\nRain is a liquid. A liquid takes the shape of any container it is in. If you put rainwater into a bucket, the rainwater will take the shape of the bucket. But the rainwater will still take up the same amount of space. The answer is A.",
+    "19998": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses conversational language (real quick).\nThe first sentence uses formal language in place of the conversational language, so it is more formal overall. The answer is B.",
+    "20001": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses onomatopoeia, a word that expresses a sound.\nBeep represents the sound that tells the caller to start recording a message. The answer is B.",
+    "20002": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A.",
+    "20003": "Salt Lake City is the capital of Utah. The answer is C.",
+    "20007": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses conversational language (real quick).\nThe first sentence uses formal language in place of the conversational language, so it is more formal overall. The answer is A.",
+    "20009": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to fly across the United States in an airplane is 5 hours.\n5 minutes is too fast. The answer is B.",
+    "20011": "Rosa Parks grew up in the South.\nRosa Parks was born in Montgomery, Alabama. Montgomery is in the southern part of the United States. The answer is D.",
+    "20020": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the caribou.\nThe caribou has thick fur covering its skin. Its skin is adapted for survival in cold places. The caribou uses its fur to keep warm in cold weather.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe snowy owl has a thick coat of feathers covering its skin. Its skin is adapted for survival in cold places.\nThe naked mole rat has thin skin covering its body. Its skin is not adapted for survival in cold places. The answer is B.",
+    "20021": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two wax candles are made of the same material and have the same mass. So, the hotter wax candle has more thermal energy. The answer is A.",
+    "20024": "Juneau is the capital of Alaska. The answer is B.",
+    "20036": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "20040": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Carcharodon carcharias is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nCarcharodon carcharias is the organism's scientific name. So, you know that great white shark is the common name. The answer is A.",
+    "20041": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to bake. Instead, many people learn how to bake. So, baking is an acquired trait. The answer is A.",
+    "20043": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B.",
+    "20046": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Most humans are born with five toes on each foot. So, having five toes is an inherited trait. The answer is B.",
+    "20051": "Carson City is the capital of Nevada. The answer is B.",
+    "20062": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers. Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is younger:\nThe feather fossil is in a shallower layer in the rock sequence than the ginkgo leaf fossil. So, the feather fossil is most likely younger than the ginkgo leaf fossil. The answer is A.",
+    "20065": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between Herman and the center of Earth changed.\nThe summit of the mountain was higher than the point where Herman started hiking. As he hiked toward the summit, the distance between Herman and the center of Earth increased. So, the gravitational potential energy stored between Herman and Earth increased as he hiked toward the summit. The answer is A.",
+    "20075": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles. The answer is B.",
+    "20081": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the simple sentence. It is a single independent clause.\nShelby and her sisters drew a map of the United States and hung it on the wall. The answer is B.",
+    "20095": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nChrysotile is a mineral.\nMuscovite is a mineral.\nA shark's tooth is made by a living thing. But minerals are not made by living things.\nSo, a shark's tooth is not a mineral. The answer is B.",
+    "20115": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the spatula.\nThe spatula is made of two different materials. The handle is made of wood, and the head is made of rubber. The answer is B.",
+    "20116": "Rocks are made of minerals. Here are some properties of rocks:\nThey are solid.\nThey are formed in nature.\nThey are not made by living things.\nThey are not pure substances. Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.\nA marble is made by humans. But rocks are not made by living things.\nSo, a marble is not a rock.\nDolerite is a rock.\nMica is a rock. The answer is A.",
+    "20117": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince looked is between the guide words like - lumber, it would be found on that page. The answer is B.",
+    "20119": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to ride a motorcycle. Instead, many people learn how to ride. So, riding a motorcycle is an acquired trait. The answer is A.",
+    "20120": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the Arctic wolf.\nThe Arctic wolf has thick fur covering its skin. Its skin is adapted for survival in cold places. The Arctic wolf uses its fur to keep warm in cold weather.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the Eurasian lynx has thick fur covering its skin. Its skin is adapted for survival in cold places.\nThe Amazon milk frog has thin, moist skin. Its skin is not adapted for survival in cold places. The answer is B.",
+    "20121": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A.",
+    "20132": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2. The answer is A.",
+    "20134": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nWater freezing into ice is a change of state. So, it is a physical change. The water changes from solid to liquid. But the ice is still made of the same type of matter as the liquid water.\nBending a paper clip is a physical change. After you bend it, the paper clip has a different shape. But it is still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nWater freezing is caused by cooling. But bending a paper clip is not. The answer is C.",
+    "20135": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, rest. The verb tells you about something that is true or happening now. The answer is A.",
+    "20145": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with a gray body or a golden body, consider whether each phenotype is the dominant or recessive allele's version of the body color trait. The question tells you that the b allele, which is for a golden body, is recessive to the B allele, which is for a gray body.\nA gray body is the dominant allele's version of the body color trait. A guppy with the dominant version of the body color trait must have at least one dominant allele for the body color gene. So, offspring with a gray body must have the genotype BB or Bb.\nAll 4 boxes in the Punnett square have the genotype BB or Bb.\nA golden body is the recessive allele's version of the body color trait. A guppy with the recessive version of the body color trait must have only recessive alleles for the body color gene. So, offspring with a golden body must have the genotype bb.\nThere are 0 boxes in the Punnett square with the genotype bb.\nSo, the expected ratio of offspring with a gray body to offspring with a golden body is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with a gray body. This cross is expected to never produce offspring with a golden body. The answer is E.",
+    "20148": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A.",
+    "20159": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nSomewhat destroyed is a contradiction, because somewhat means partially or moderately, and destroyed implies totally wrecked. The answer is A.",
+    "20161": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. A screwdriver is a solid. A solid has a size and shape of its own.\nYou can use a screwdriver to drive a screw. The head of the screwdriver is flat. It will keep the screw from slipping.\nThe air inside a balloon is a gas. A gas expands to fill a space. The air inside a balloon expands to fill all the space in the balloon. If the balloon pops, the air will expand to fill a much larger space.\nA hammer is a solid. A solid has a size and shape of its own.\nA hammer is made of iron and wood. Both iron and wood are solids.\nGrape juice is a liquid. A liquid takes the shape of any container it is in.\nIf you pour grape juice into a different container, the grape juice will take the shape of that container. But the grape juice will still take up the same amount of space. The answer is D.",
+    "20166": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Digby has two alleles for short fur (F). So, Digby's genotype for the fur length gene is FF. The answer is B.",
+    "20170": "According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. Helen's foot is pushing on the gas pedal. So, Newton's third law tells you that the gas pedal is pushing on Helen's foot. The answer is B.",
+    "20172": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Todd shouldn't be class president because he reads romance novels for fun. This is a personal attack on Todd that isn't relevant to whether he would be a good class president. This illustrates a type of logical fallacy known as ad hominem. The answer is B.",
+    "20173": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the barracuda.\nThe barracuda has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat. The baracuda uses its teeth to cut up meat into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe starry moray has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat.\nThe seahorse has a long, thin mouth. Its mouth is not adapted for tearing through meat. The seahorse uses its mouth to catch small fish that live in the coral. The answer is B.",
+    "20174": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the following statements describe the Catoctin Mountain Park ecosystem: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has only a few types of trees. It has warm, wet summers and cold, wet winters. The following statement does not describe Catoctin Mountain Park: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has soil that is rich in nutrients. The answer is A.",
+    "20176": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Minnesota is farthest north. The answer is B.",
+    "20180": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C.",
+    "20184": "A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping. The first sentence states a fact.\nBirds are the only living animals that have feathers.\nIt can be proved by looking up information about birds and other animals.\nThe second sentence states an opinion.\nPeacock feathers can make any room look fancy.\nFancy shows what a person believes, thinks, or feels. Another person might have a different opinion about whether peacock feathers can make a room look fancy. The answer is A.",
+    "20187": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA fragile object will break into pieces if you drop it. The balloon and the rubber band are not fragile.\nA stretchy object gets longer when you pull on it. All four objects are stretchy.\nA lemon has a sour taste. The balloon is not sour.\nThe property that all four objects have in common is stretchy. The answer is B.",
+    "20189": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Nerium oleander is a plant. Plants are made up of many cells. The answer is A.",
+    "20192": "Fish live underwater. They have fins, not limbs. An ocean sunfish is a fish. It lives underwater. It has fins, not limbs.\nOcean sunfish have a flat body and wide fins. They sometimes swim to the ocean's surface to rest in the sun.\nA gray tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.\nA spotted dolphin is a mammal. It has hair and feeds its young milk.\nDolphins may look like sharks or other fish, but they are mammals! When a baby dolphin is born, it has hair around its jaw. This hair falls out as the dolphin grows.\nA cane toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole. The answer is C.",
+    "20203": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statement describes the Kaeng Krachan National Park ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has many different types of organisms. The following statements do not describe Kaeng Krachan National Park: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has mostly small plants. It has soil that is rich in nutrients. The answer is A.",
+    "20208": "Carson City is the capital of Nevada. The answer is C.",
+    "20215": "Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.\nOther animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. A porcupine is a mammal. Like other mammals, a porcupine has a backbone.\nA ladybug is an insect. Like other insects, a ladybug does not have a backbone. It has a hard outer cover. The answer is A.",
+    "20217": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Dale sat down on the rickety old chair, it abruptly collapsed beneath him. The answer is B.",
+    "20219": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. New Hampshire is farthest east. The answer is C.",
+    "20221": "Juneau is the capital of Alaska. The answer is A.",
+    "20224": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nDeafening silence is a contradiction, because deafening describes something extremely loud, and silence is the absence of sound. The answer is A.",
+    "20226": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a leather belt is 30 inches.\n30 feet, 30 yards, and 30 miles are all too long. The answer is D.",
+    "20231": "Chemical changes and physical changes are two ways matter can change.\nIn a chemical change, the type of matter changes.\nBurning a piece of paper is a chemical change. The paper changes into ash and smoke.\nIn a physical change, the type of matter stays the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nIce melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. Knitting yarn into a scarf is a physical change. The yarn gets a different shape, but it is still made of the same type of matter. The answer is B.",
+    "20239": "A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is \u00b0.\nSome thermometers measure temperature in degrees Fahrenheit (\u00b0F). Fahrenheit is one scale used to measure temperature.\nThis is a tube thermometer. It has a tube filled with a red liquid.\nThere is a Fahrenheit scale along the right side of the tube. The top of the red liquid lines up with the number 80 on the scale. So, the temperature shown by this thermometer is 80\u00b0F. Find the top of the red liquid.\nNow look at the scale to the right. The top of the red liquid is halfway between 100 and 110. So, the temperature is 105\u00b0F. The answer is C.",
+    "20241": "Baton Rouge is the capital of Louisiana. The answer is A.",
+    "20244": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses alliteration, the repetition of sounds at the beginning of nearby words.\nThroughout the ages, human beings have pondered the many mysteries of the moon. The answer is A.",
+    "20245": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is B.",
+    "20256": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Wyoming is farthest north. The answer is D.",
+    "20262": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the bilberry.\nThe lichen does not have any arrows pointing to it. So, in this food web, matter does not move from the bilberry to the lichen.\nThe collared lemming has arrows pointing to it from the bear sedge and the bilberry. So, in this food web, matter moves from the bilberry to the collared lemming.\nThe bear sedge does not have any arrows pointing to it. So, in this food web, matter does not move from the bilberry to the bear sedge.\nThe earthworm has an arrow pointing to it from the Arctic fox. The Arctic fox has an arrow pointing to it from the collared lemming. So, in this food web, matter moves from the bilberry to the earthworm. The answer is A.",
+    "20268": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nChalcopyrite is a mineral.\nQuartz is a mineral.\nA shark's tooth is not a pure substance. But all minerals are pure substances.\nSo, a shark's tooth is not a mineral. The answer is C.",
+    "20280": "Carson City is the capital of Nevada. The answer is C.",
+    "20283": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is C.",
+    "20303": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, read. The verb tells you about something that is going to happen. The answer is C.",
+    "20320": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a drinking straw is 25 millimeters.\n25 centimeters, 25 meters, and 25 kilometers are all too long. The answer is D.",
+    "20323": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nNobody goes there anymore: it's too crowded at first appears to be contradictory, because if no one goes to the restaurant, then the restaurant should be empty, not crowded. However, it contains some truth: if a restaurant is frequently perceived to be too crowded, many people will no longer want to go there. The answer is A.",
+    "20334": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony. The answer is D.",
+    "20337": "Hartford is the capital of Connecticut. The answer is A.",
+    "20339": "A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. Look for the box that is heavier.\nA box holding 40 pounds is heavier than a box holding 30 pounds. So, the box holding 40 pounds needs a larger force to start moving upward at the same speed as the other box. The answer is A.",
+    "20340": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. Look at the distance each bicycle moved and the time it took to move that distance. The direction each bicycle moved does not affect its speed.\nNotice that each bicycle moved for 10 hours. The bicycle that moved 115 miles moved the shortest distance in that time. So, that bicycle must have moved at the lowest speed. The answer is A.",
+    "20347": "A dragonfly is an insect. Like other insects, a dragonfly has an exoskeleton. An exoskeleton is a hard covering on the outside of an animal's body. The answer is B.",
+    "20349": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is B.",
+    "20351": "A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw. The first sentence states a fact.\nThe modern sport of golf developed in Scotland in the late 1400 s.\nIt can be proved by reading a book about golf.\nThe second sentence states an opinion.\nGolf is possibly the dumbest sport that was ever invented.\nDumb shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a sport dumb. The answer is A.",
+    "20368": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is C.",
+    "20381": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1. The answer is C.",
+    "20382": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBreaking a plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter.\nCutting your fingernails is a physical change. Your fingernails are shorter after you cut them. But the pieces are still made of the same type of matter as the uncut fingernails.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C.",
+    "20383": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Minnesota is farthest west. The answer is D.",
+    "20384": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. All three fish tanks have the same mass but different temperatures. Since the 76\u00b0F fish tank is the hottest, it has the most thermal energy. The answer is A.",
+    "20399": "All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. A crayon is not a living thing.\nCrayons do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nA swing set is not a living thing.\nSwing sets do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nButterflies are living things.\nButterflies grow and respond to their environment. They need food and water. Butterflies are made up of many cells.\nA rain is not a living thing.\nRain is made of water. It helps living things survive. But rain does not have all the traits of a living thing. Rain does not grow or need food. The answer is C.",
+    "20407": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A cassowary is a bird. It has feathers, two wings, and a beak.\nCassowaries have wings, but they cannot fly! They can run very fast.\nA red howler is a mammal. It has hair and feeds its young milk.\nHowler monkeys have loud calls, or howls. Their calls can be heard over three miles away!\nA flamingo is a bird. It has feathers, two wings, and a beak.\nFlamingos live in large groups. These groups are called flocks.\nA box turtle is a reptile. It has scaly, waterproof skin.\nBox turtles can live to be over 100 years old! The answer is A.",
+    "20413": "Olympia is the capital of Washington. The answer is A.",
+    "20416": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "20421": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that increased park funding was responsible for an increase in littering. However, even though littering increased after funding to parks was increased, that doesn't necessarily mean that the funding was responsible. This illustrates a type of logical fallacy known as false causation. The answer is A.",
+    "20427": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.\nThe baker split the cookie in half, and crumbs fell to the floor. The answer is B.",
+    "20430": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is C.",
+    "20438": "Madison is the capital of Wisconsin. The answer is A.",
+    "20440": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion spidey sense is a comic book.\nThe comic book superhero Spider-Man possesses a spidey sense that warns him of impending trouble.\nThe allusion spidey sense means a sense of danger coming. The answer is B.",
+    "20441": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. We danced for hours we were tired is a run-on sentence. It has two sentences that are joined without end punctuation: We danced for hours and We were tired. The answer is B.",
+    "20470": "Look at the map below. It labels ancient Egypt and other ancient civilizations.\nThe symbol for ancient Egypt is B. The answer is A.",
+    "20471": "Tallahassee is the capital of Florida. The answer is C.",
+    "20475": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each refrigerator increased, which means that the thermal energy of each refrigerator increased. So, thermal energy was transferred from the surroundings to each refrigerator. The answer is A.",
+    "20490": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a dose of cough syrup is 5 milliliters.\n5 liters is too much. The answer is B.",
+    "20495": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Cybister sugillatus is written in italics. The first word is capitalized, and the second word is not.\nSo, Cybister sugillatus is the scientific name. The answer is B.",
+    "20498": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that ferrets are wonderful pets because more people are keeping ferrets. However, even though more people are keeping ferrets, that doesn't necessarily mean that ferrets are the best pets. This illustrates a type of logical fallacy known as the bandwagon fallacy. The answer is B.",
+    "20500": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Most humans are born with five toes on each foot. So, having five toes is an inherited trait. The answer is A.",
+    "20503": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A book should be in italics.\nThe correct title is **The Wizard of Oz**. The answer is B.",
+    "20505": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nSawing a log in half is a physical change. The log gets a different shape. But it is still made of the same type of matter as the uncut log.\nStretching a rubber band is a physical change. The rubber band gets longer. But it is still made of the same type of matter as before.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B.",
+    "20506": "The answer is C.",
+    "20507": "The colony is New Jersey. The answer is B.",
+    "20514": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to ride a bicycle. Instead, many people learn how to ride. So, riding a bicycle is an acquired trait. The answer is A.",
+    "20518": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is C.",
+    "20522": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a school bus is 14 meters.\n14 kilometers is too long. The answer is A.",
+    "20527": "Montgomery is the capital of Alabama. The answer is D.",
+    "20535": "Plant cells are made up of many different parts. Each cell part has a function that helps the cell survive and grow.\nSome cell parts are called organelles. Organelles are cell structures that are surrounded by their own membranes. Here are some of the organelles in plant cells:\nChloroplasts and mitochondria work together to help the cell get the energy it needs. The chloroplasts use photosynthesis to make sugar. The mitochondria break down this sugar and release energy that the cell can use for all of its activities.\nThe nucleus directs cell activities by sending instructions to different parts of the cell. The nucleus contains structures called chromosomes. The chromosomes are made mostly of hereditary material called DNA. DNA contains information that the cell uses for growth and activities. These instructions tell ribosomes how to build molecules called proteins, which make up cell structures and help chemical reactions happen in the cell.\nThe endoplasmic reticulum is an organelle that helps ribosomes build proteins. The nucleus sends instructions for making proteins to ribosomes. Ribosomes can attach to the endoplamic reticulum. The endoplasmic reticulum and ribosomes use these instructions to make proteins that the cell needs to survive and grow.\nAfter proteins are made in the endoplasmic reticulum, they can be transferred to the Golgi. The Golgi is an organelle made up of flat, stacked membranes. The Golgi sorts and packages proteins and other substances. Then, the Golgi sends these substances to different parts of the cell. Some of these substances are sent to the cell membrane and released from the cell.\nIn plant cells, the cell wall is the outer cell layer. The cell wall helps the cell keep its shape and can help the cell survive. The cell wall is made of a material called cellulose.\nOther cell parts are not surrounded by their own membranes. These cell parts are not organelles.\nThe cytoplasm is a thick liquid that fills the space inside the cell. The cytoplasm also helps the cell keep its shape and supports the other cell parts.\nThe mitochondria break down sugar and release energy that the cell can use. The vacuoles store nutrients, such as sugar, in the cell. Vacuoles also store water and waste.\nThe nucleus is the master control center for cell activities. The nucleus sends signals and instructions to different parts of the cell. Not every cell has a nucleus, but most plant and animal cells have one. The chromosomes are structures in the nucleus. The chromosomes are made mostly of hereditary material called DNA. DNA contains information that the cell uses for growth and activities. These instructions tell ribosomes how to build molecules called proteins, which make up cell structures and help chemical reactions happen in the cell. The cell wall is the outer cell layer. The cell wall helps the cell keep its shape and can help the cell survive. The cell wall is made of a material called cellulose. The answer is C.",
+    "20539": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of an ice skate is 34 centimeters.\n34 meters and 34 kilometers are both too long. The answer is A.",
+    "20542": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA hard object does not change shape when pressed or squeezed. The stuffed rabbit and the rubber ball are not hard.\nA stretchy object gets longer when you pull on it. All three objects are stretchy.\nA fragile object will break into pieces if you drop it. None of the objects are fragile.\nThe property that all three objects have in common is stretchy. The answer is A.",
+    "20552": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA rough object feels scratchy when you touch it. The arron is not rough.\nA soft object changes shape when you squeeze it. The arron is soft. The answer is B.",
+    "20554": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is E.",
+    "20559": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Sidney wants or needs:\nSidney will give up the chance to eat the vanilla custard. Sidney thinks vanilla custard would have tasted better than string cheese will. The answer is B.",
+    "20561": "During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? The writer could best improve his or her grammar and mechanics by fixing run-on sentences.\nFor example, the writer could divide each of the underlined run-on sentences into two complete sentences.\nWhen I'm asked to name my favorite teacher, I immediately think of Mr. Sweeney. In fifth grade, Mr. Sweeney taught us all about architecture he had the class start by learning to measure things very accurately. We studied environmentally friendly building methods, and we designed and built our own homes of the future. Mr. Sweeney was always fun and interesting, he believed that we could do more than we thought we could do. He helped me break boundaries in my life, he was a positive influence on me and will always be one of the most inspirational people in my life. The answer is B.",
+    "20565": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid. An empty cup is a solid. A solid has a size and shape of its own.\nWhen you fill a cup with water, the cup still has its own size and shape. The water takes the shape of the cup, but the cup does not change shape. The answer is A.",
+    "20567": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is C.",
+    "20568": "Carson City is the capital of Nevada. The answer is B.",
+    "20574": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence. The answer is A.",
+    "20582": "People form governments for two main reasons.\nGovernments come up with laws, or rules, for a community. Laws help keep people safe and fair. For example, traffic laws make it safe to drive, and laws against bullying can make a community a better place to live.\nLaws can tell people how to work together and settle disagreements. How? Think about a team sport like soccer. The rules tell the players how to play together. For example, rules say which team should get the ball when it goes out of bounds. Laws work the same way in a community. The answer is A.",
+    "20584": "The colony is Pennsylvania. The answer is C.",
+    "20592": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A.",
+    "20600": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid. Chalk is a solid. You can easily break chalk into pieces. But each piece will still have a size and shape of its own. The answer is A.",
+    "20602": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nWhere Darnel lives, winter is the rainiest season of the year.\nThis passage tells you about the usual precipitation where Darnel lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B.",
+    "20604": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Arkansas is farthest south. The answer is C.",
+    "20632": "Phoenix is the capital of Arizona. The answer is A.",
+    "20634": "Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?\nConifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones onto female cones. After pollination, sperm from the pollen can combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe seeds can fall out of the cones and land on the ground. When a seed lands on the ground, it can germinate, or start to grow into a new plant. A seed can germinate and grow into a new plant.\nThe new plant can grow male and female cones. But a seed does not grow into a male cone or a female cone. The answer is B.",
+    "20636": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night. The text includes a simile, using like or as to compare two things that are not actually alike.\nThe simile like the parched earth during a drought suggests that Emma's hands were dry and cracked. A drought is a period without rain; the ground during a drought can become hard and cracked. The answer is B.",
+    "20643": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.\nHomer Simpson repeats the words I want at the beginning of each sentence. The answer is A.",
+    "20647": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nAmphibians have the following traits:\nThey spend part of their lives in water and part on land.\nThey have moist skin.\nThey make eggs with no shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA rough-skinned newt has the following traits:\nIt spends part of its life in water and part on land.\nIt has moist skin.\nIt makes eggs with no shells.\nA rough-skinned newt has the traits of an amphibian. A rough-skinned newt is an amphibian.\nA Bengal tiger has the following traits:\nIt feeds its offspring milk.\nIt has hair.\nA Bengal tiger does not have all of the traits of an amphibian. A Bengal tiger is a mammal. The answer is A.",
+    "20648": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A barn owl is a bird. It has feathers, two wings, and a beak.\nA sea otter is a mammal. It has fur and feeds its young milk. The answer is B.",
+    "20666": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA bumpy object is covered in lumps and bumps. All three objects are bumpy.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The tree bark and the log are not shiny.\nA bouncy object will bounce back from the floor if you drop it. None of the objects are bouncy.\nThe property that all three objects have in common is bumpy. The answer is A.",
+    "20669": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA stretchy object gets longer when you pull on it. The spring is stretchy, but the helium balloons, the rainbow sucker, and the silver ring are not.\nYou can see clearly through a transparent object. The helium balloons are transparent, but the spring is not.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The silver ring is shiny, but the helium balloons are not.\nThe property that all four objects have in common is stretchy. The answer is A.",
+    "20674": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nBetween jobs is an indirect way of saying unemployed. The answer is B.",
+    "20675": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses apostrophe, a direct address to an absent person or a nonhuman entity.\nO wind is a direct address to the wind, a nonhuman entity. The answer is A.",
+    "20677": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and organisms that can survive in water or soil. So, the Pantanal has land that is covered with water during most of the year. It also has soil that is rich in nutrients. The Pantanal has a few types of organisms. But the soil is not poor in nutrients. The answer is B.",
+    "20690": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that the Shahs' opinion on eating pizza is invalid because their house is messy. This is a personal attack that isn't relevant to whether the argument is valid. This illustrates a type of logical fallacy known as ad hominem. The answer is A.",
+    "20694": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, join. The verb tells you about something that is going to happen. The answer is C.",
+    "20699": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince bit is not between the guide words base - bury, it would not be found on that page. The answer is B.",
+    "20701": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "20703": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is A.",
+    "20709": "Helena is the capital of Montana. The answer is C.",
+    "20710": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a paintbrush is 12 inches.\n12 feet, 12 yards, and 12 miles are all too long. The answer is D.",
+    "20712": "Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.\nA poem rhymes when it has a pattern of words that end in the same sound.\nEnd rhyme is when the rhymes appear at the end of a poem's lines.\nLittle Betty Blue,\nLost her holiday shoe.\n\u2014From Mother Goose\nInternal rhyme is when at least one of the rhyming words appears inside the poem's lines.\nSweet dreams of pleasant streams.\n\u2014From William Blake, \"A Cradle Song\"\nRhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nThe syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Old Bridge\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.\nRepetition is when words, phrases, or whole lines are repeated.\nThe dainty flying squirrel\nIn vest of shining white,\nIn coat of silver gray,\nAnd vest of shining white.\n\u2014Adapted from Mary E. Burt, \"The Flying Squirrel\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\" This poem uses end rhyme. Its rhymes come at the end of its lines.\nShe stood against the kitchen sink, and looked\nOver the sink out through a dusty window\nAt weeds the water from the sink made tall.\nShe wore her cape; her hat was in her hand. The answer is A.",
+    "20721": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses abbreviated language (ASAP).\nThe first sentence does not use abbreviated language, so it is more formal. The answer is B.",
+    "20722": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is B.",
+    "20729": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion an albatross around her neck is a poem.\nIn Samuel Taylor Coleridge's poem \"The Rime of the Ancient Mariner,\" a sailor shoots and kills an albatross, an action that curses the ship and crew. As his crew members die, the Ancient Mariner feels his guilt hanging like the albatross around his neck.\nThe allusion an albatross around her neck means a burden a person must bear. The answer is A.",
+    "20732": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word and is not important, so it should not be capitalized.\nThe correct title is Better Homes and Gardens. The answer is B.",
+    "20734": "This state is Virginia. The answer is C.",
+    "20742": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. The two glasses of grape juice have the same mass but different temperatures. Since the 15\u00b0C glass of grape juice is colder than the 25\u00b0C glass of grape juice, it has less thermal energy. The answer is A.",
+    "20745": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a cement truck is 24 tons.\n24 ounces and 24 pounds are both too light. The answer is C.",
+    "20747": "Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?\nFirst, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.\nAfter pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant. Flowers make seeds. After a flower is pollinated, male cells from the pollen combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe fruit can grow around the seeds. But the fruit does not make seeds. Both the fruit and the seeds grow from parts of the flower. The answer is B.",
+    "20749": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A painted stork is a bird. It has feathers, two wings, and a beak.\nStorks wade in shallow water to look for food. Storks eat fish, insects, worms, and other small animals.\nA red kangaroo is a mammal. It has fur and feeds its young milk.\nKangaroos hop to move around. They use their large tails for balance while hopping. The answer is B.",
+    "20751": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B.",
+    "20758": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B.",
+    "20762": "Every living thing needs food to stay alive. Living things get their food in different ways. A food chain shows how living things in an ecosystem get their food.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other living things. Consumers cannot make their own food. In this food chain, the amphipod is a consumer because it eats another living thing. The amphipod in this food chain eats the zooplankton. The answer is A.",
+    "20770": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Boba's genotype for the fur color gene is ff. Boba's genotype of ff has only f alleles. The f allele is for light fur. So, Boba's phenotype for the fur color trait must be light fur.\nTo check this answer, consider whether Boba's alleles are dominant or recessive. The allele for dark fur (F) is dominant over the allele for light fur (f). This means F is a dominant allele, and f is a recessive allele.\nBoba's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Boba's phenotype for the fur color trait must be light fur. The answer is B.",
+    "20779": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A palmate newt's scientific name is Lissotriton helveticus. The first word of its scientific name is Lissotriton.\nTaricha torosa is in the genus Taricha. The first word of its scientific name is Taricha. So, Taricha torosa and Lissotriton helveticus are not in the same genus.\nAmbystoma opacum is in the genus Ambystoma. The first word of its scientific name is Ambystoma. So, Ambystoma opacum and Lissotriton helveticus are not in the same genus.\nLissotriton vulgaris is in the genus Lissotriton. The first word of its scientific name is Lissotriton. So, Lissotriton vulgaris and Lissotriton helveticus are in the same genus. The answer is C.",
+    "20782": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Louie's observable version of the cheek color trait is pale orange cheeks. So, Louie's phenotype for the cheek color trait is pale orange cheeks. The answer is A.",
+    "20788": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with vestigial wings or normal wings, consider whether each phenotype is the dominant or recessive allele's version of the wing type trait. The question tells you that the n allele, which is for vestigial wings, is recessive to the N allele, which is for normal wings.\nVestigial wings is the recessive allele's version of the wing type trait. A fruit fly with the recessive version of the wing type trait must have only recessive alleles for the wing type gene. So, offspring with vestigial wings must have the genotype nn.\nThere are 2 boxes in the Punnett square with the genotype nn. These boxes are highlighted below.\nNormal wings is the dominant allele's version of the wing type trait. A fruit fly with the dominant version of the wing type trait must have at least one dominant allele for the wing type gene. So, offspring with normal wings must have the genotype NN or Nn.\nThere are 2 boxes in the Punnett square with the genotype NN or Nn. These boxes are highlighted below.\nSo, the expected ratio of offspring with vestigial wings to offspring with normal wings is 2:2. This means that, on average, this cross will produce 2 offspring with vestigial wings for every 2 offspring with normal wings. The answer is D.",
+    "20794": "Ethan wanted broccoli in his lunch and Irma was hoping for tomatoes. Look at the labeled part of the images.\nEthan has tomatoes. Irma has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is C.",
+    "20802": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A.",
+    "20806": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince parent is not between the guide words president - public, it would not be found on that page. The answer is A.",
+    "20815": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nPhotosynthesis is a chemical change. Plants make sugar using carbon dioxide, water, and energy from sunlight.\nA penny tarnishing is a chemical change. When air touches silver, the silver turns into a different type of matter. This matter makes a different type of silver tarnish.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C.",
+    "20820": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nBoth magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is B.",
+    "20829": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "20842": "Juneau is the capital of Alaska. The answer is D.",
+    "20848": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Humans do not choose their natural hair color. Instead, children get their natural hair color from their parents. So, Shelby's hair color is an inherited trait. The answer is B.",
+    "20849": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nMammals have the following traits:\nThey feed their offspring milk.\nThey have fur or hair.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA Florida manatee has the following traits:\nIt feeds its offspring milk.\nIt has hairs on its body.\nA Florida manatee has the traits of a mammal. A Florida manatee is a mammal.\nA barn owl has the following traits:\nIt has feathers.\nIt has wings.\nIt has a beak.\nIt makes eggs with shells.\nA barn owl does not have all of the traits of a mammal. A barn owl is a bird. The answer is B.",
+    "20851": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick has twice as much thermal energy as a 1-kilogram brick. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two bricks are made of the same material and have the same temperature. So, the colder brick has less thermal energy. The answer is B.",
+    "20854": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind. The text uses personification, giving human characteristics to nonhuman things.\nGlared at him suggests that it bothered Keith that the essay wasn't finished. The essay is like a person who is bothering Keith. The answer is A.",
+    "20860": "The answer is C.",
+    "20864": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the compound rubidium bromide.\nIn a space-filling model, the balls represent atoms that are bonded together. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether calcium oxide is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that calcium oxide is composed of oxygen atoms and calcium atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that calcium oxide is composed of two chemical elements: oxygen and calcium. Since calcium oxide is composed of multiple chemical elements bonded together, calcium oxide is a compound. The answer is B.",
+    "20866": "Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.\nSedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.\nMetamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties. Phyllite is a metamorphic rock. Like other metamorphic rocks, it forms when a rock is changed by high temperature and pressure.\nHeat and pressure can change the type and arrangement of minerals in a rock. This change forms a new rock with different properties. Phyllite can form when sedimentary rocks such as slate are changed by heat and pressure. The answer is C.",
+    "20883": "Helena is the capital of Montana. The answer is D.",
+    "20887": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. Look at the picture of the common loon.\nThe common loon has a wide, flat beak. Its beak is adapted to catch fish. The common loon can use its beak to grab the slippery body of a fish underwater.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe common kingfisher has a long, straight beak with a sharp tip. Its beak is adapted to catch fish.\nThe European robin has a short, thick beak. Its beak is not adapted to catch fish. The European robin uses its beak to eat insects and worms. The answer is A.",
+    "20888": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nOn average, the coldest month in Hof, Iceland, is January.\nThis passage tells you about the usual temperature in Hof, Iceland. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B.",
+    "20889": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Antarctica. The answer is C.",
+    "20890": "When a scientist identifies a new organism, he or she chooses its scientific name.\nSometimes, an organism is named after the place where it was first found. Other times, an organism is named after the scientist who first identified it. Or, the scientific name might describe the organism's physical traits.\nMany of the words that make up scientific names are based on words from old languages, like Latin and classical Greek. Sometimes, English words are changed to make them sound more like Latin or Greek. The new words are then used in an organism's scientific name. This organism's scientific name refers to Georg Wilhelm Steller.\nThe word stelleri refers to Steller. So, the Steller's jay's scientific name is Cyanocitta stelleri. The answer is A.",
+    "20891": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The second announcement is more formal. It uses more elevated language (pleased to announce). The other announcement sounds more conversational (so happy). The answer is B.",
+    "20907": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses literally in its traditional sense: in a factual, non-exaggerated way.\nJasmine adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally hundreds of years old.\nThe second text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). The bridge is old, but it is not actually a million years old.\nJasmine adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally a million years old.\nMost style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect. The answer is A.",
+    "20908": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA fragile object will break into pieces if you drop it. The ceramic plate is fragile.\nA scratchy object is rough and itchy against your skin. The ceramic plate is not scratchy. The answer is B.",
+    "20915": "Chemical changes and physical changes are two ways matter can change.\nIn a chemical change, the type of matter changes.\nBurning a piece of paper is a chemical change. The paper changes into ash and smoke.\nIn a physical change, the type of matter stays the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nIce melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. Grilling a hamburger is a chemical change. Meat is made of animal cells. The cells are broken down into proteins. These proteins are cooked by the heat. The result is a different type of matter that is not made of animal cells. The answer is B.",
+    "20916": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A fireworm is a worm. Like other worms, a fireworm is an invertebrate. It does not have a backbone. It has a soft body.\nA moon jellyfish is a jellyfish. Like other jellyfish, a moon jellyfish is an invertebrate. It does not have a backbone. It has a soft body.\nA castor bean tick is an insect. Like other insects, a castor bean tick is an invertebrate. It does not have a backbone. It has a hard exoskeleton.\nA common ostrich is a bird. Like other birds, a common ostrich is a vertebrate. It has a backbone. The answer is C.",
+    "20917": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The first letter opening is more formal. It uses the recipient's personal title and last name. The other opening uses the recipient's first name, suggesting a more familiar relationship. The answer is B.",
+    "20922": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is B.",
+    "20924": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the shoes.\nThe shoes are made of two different materials. The tops are made of rubber, and the soles are made of a type of plastic. The answer is B.",
+    "20926": "This country is Haiti.\nDoes Haiti have any territorial disputes?\nHaiti claims to own Navassa Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nNavassa Island is also claimed by the United States. The United States claimed the island in 1857 and has controlled it since then. But Haiti considers the island part of its territory and has protested the United States' claim since this time. No one lives on the island. Today, it is a nature preserve. The answer is A.",
+    "20947": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "20948": "Sacramento is the capital of California. The answer is B.",
+    "20949": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles. The answer is A.",
+    "20950": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Cairo, look at the graph.\nChoice \"Jan\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Sep\" is incorrect.\nJanuary has an average monthly precipitation of about 15 millimeters. This is higher than in any other month. So, January is the wettest month on average. The answer is B.",
+    "20952": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A Surinam horned frog is an amphibian. Like other amphibians, a Surinam horned frog is a vertebrate. It has a backbone.\nA yak is a mammal. Like other mammals, a yak is a vertebrate. It has a backbone.\nA peafowl is a bird. Like other birds, a peafowl is a vertebrate. It has a backbone.\nAn fly is an insect. Like other insects, a fly is an invertebrate. It does not have a backbone. It has an exoskeleton. The answer is A.",
+    "20953": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Erin must be a reckless driver, because her brother is a reckless driver. However, even though Erin's brother is reckless, that doesn't necessarily mean that Erin is, too. This illustrates a type of logical fallacy known as guilt by association. The answer is B.",
+    "20967": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a warm swimming pool is 25\u00b0C.\n25\u00b0F is too cold. The answer is A.",
+    "20970": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Atlantic Ocean. The answer is C.",
+    "20979": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is C.",
+    "20982": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. Floods destroyed the cough drop factories in Silvergrove. The number of producers of cough drops went down. So, the supply of cough drops will probably go down. The answer is A.",
+    "20984": "Dover is the capital of Delaware. The answer is D.",
+    "20988": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Falstaffian is Shakespeare.\nSir John Falstaff, a comical character in several of William Shakespeare's plays, is known for his cheerful sociability and sometimes off-color humor.\nThe allusion Falstaffian means characterized by joviality and enjoyment of food and drink. The answer is A.",
+    "20994": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B.",
+    "20995": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B.",
+    "20997": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Bingo's observable version of the wool color trait is black wool. So, Bingo's phenotype for the wool color trait is black wool. The answer is A.",
+    "20998": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.",
+    "21000": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun it could refer to calculus or trigonometry.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with calculus.\nDave went on to calculus after studying trigonometry, but he never fully comprehended calculus. The answer is B.",
+    "21001": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Stretchy is a property. A stretchy material gets longer when you pull on it.\nLook at each picture, one at a time. Imagine pulling on the material shown in each picture.\nOf the choices, the nylon shorts would stretch more. If you pull the leg opening on a pair of nylon shorts, it will get wider. The answer is A.",
+    "21006": "A filter is a screen that allows wanted materials to pass through but keeps out unwanted materials. A filter can be made of a variety of materials, including paper, fabric, and metal.\nMost filters are made of paper. The paper may be coated with a substance that makes it more effective at trapping unwanted materials. For example, a filter that is used in a chemistry experiment may be coated with a substance that reacts with the mixture being filtered. The answer is A.",
+    "21009": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a soda bottle cap is 12 milliliters.\n12 liters is too much. The answer is B.",
+    "21014": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. The cucumber plant has two alleles for bumpy fruit (F). So, the plant's genotype for the fruit texture gene is FF. The answer is A.",
+    "21019": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A saturn butterfly is an insect. Like other insects, a saturn butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.\nAn earthworm is a worm. Like other worms, an earthworm is an invertebrate. It does not have a backbone. It has a soft body.\nLike other octopuses, a giant octopus is an invertebrate. It does not have a backbone. It has a soft body.\nA robin is a bird. Like other birds, a robin is a vertebrate. It has a backbone. The answer is D.",
+    "21020": "A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw. The first sentence states a fact.\nAustralia is a continent in the Southern Hemisphere.\nIt can be proved by looking at a world map.\nThe second sentence states an opinion.\nIt is hard to understand Australian people's accents.\nHard shows what a person believes, thinks, or feels. Another person might have a different opinion about how difficult Australian accents are to understand. The answer is B.",
+    "21025": "Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. To decide whether picking apples is a good or a service, ask these questions:\nIs picking apples something you can touch? No.\nIs picking apples a job you might pay someone else to do? Yes.\nSo, picking apples is a service. The answer is B.",
+    "21041": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony. The answer is A.",
+    "21044": "Baton Rouge is the capital of Louisiana. The answer is D.",
+    "21048": "Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment. The answer is A.",
+    "21052": "A flower smells good.\nA flower can come in many colors.\nA flower grows in a garden. The answer is A.",
+    "21053": "An organism's genes contain information about its proteins. Each gene encodes, or contains the instructions for making, one protein or a group of proteins.\nA permanent change in a gene is called a mutation. Because a mutation changes a gene, the mutation may change the structure of the protein encoded by that gene.\nThe function of a protein depends on its structure. So, if a mutation in a gene changes a protein's structure, the mutation may also change the protein's function.\nAn organism's observable traits are affected by the functions of its proteins. So, a gene mutation that affects a protein's function may also affect an organism's observable traits. A mutation in a gene may affect the protein it encodes.\nSo, the mutation in the KRT13 gene affected the structure and function of the keratin protein. The answer is A.",
+    "21062": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that taking the school's Advanced Computer Science class must lead to a computer science major. However, this isn't necessarily true. For instance, a student might take the class just to learn about computer science. This illustrates a type of logical fallacy known as false causation. The answer is C.",
+    "21063": "This country is Dominica. The answer is D.",
+    "21064": "Carson City is the capital of Nevada. The answer is A.",
+    "21070": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is B.",
+    "21076": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A goldfish is a fish. It lives underwater. It has fins, not limbs.\nA European green toad is an amphibian. It has moist skin and begins its life in water. The answer is A.",
+    "21083": "There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence asks a question and ends with a question mark. It is an interrogative sentence. The answer is B.",
+    "21087": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. New Jersey is farthest east. The answer is B.",
+    "21090": "This country is Antigua and Barbuda. The answer is D.",
+    "21117": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A.",
+    "21121": "Olympia is the capital of Washington. The answer is D.",
+    "21128": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nWhere Nicole lives, winter is the rainiest season of the year.\nThis passage tells you about the usual precipitation where Nicole lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B.",
+    "21133": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. The helium in balloons is a gas. A gas expands to fill a space.\nThe helium in balloons expands to fill all the space in the balloon. When the balloon is popped, the helium expands to fill a much larger space. The answer is A.",
+    "21135": "A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. To determine if there is a net force on Kimi, look at the forces:\nEarth's gravity is pulling Kimi down with a force of 600 N.\nThe seat of the cart is pushing Kimi up with a force of 1,200 N.\nThe forces are in opposite directions, and the forces have different magnitudes: 600 N and 1,200 N. This means that the forces are unbalanced, so there is a net force on Kimi. The answer is A.",
+    "21136": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is A.",
+    "21137": "Austin is the capital of Texas. The answer is B.",
+    "21140": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A rabbit is a mammal. It has fur and feeds its young milk.\nA red-eyed tree frog is an amphibian. It has moist skin and begins its life in water. The answer is A.",
+    "21144": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nIt was clear and sunny yesterday on the Croatian coast.\nThis passage tells you about the cloud cover in Croatia yesterday. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A.",
+    "21146": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBaking cookies is a chemical change. The type of matter in the cookie dough changes when it is baked. The cookie dough turns into cookies!\nRust forming on a metal gate is a chemical change. As the gate rusts, the metal turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBaking is caused by heating. But rust forming on a metal gate is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D.",
+    "21147": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that the teacher won't give tests because some students won't study for them. However, this isn't a reason not to give tests. This illustrates a type of logical fallacy known as a false dichotomy. The answer is B.",
+    "21149": "This state is Ohio. The answer is A.",
+    "21153": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between the water balloon and the center of Earth changed.\nDale was lower than the balcony. As the water balloon fell toward Dale, the distance between the water balloon and the center of Earth decreased. So, the gravitational potential energy stored between the water balloon and Earth decreased as the water balloon fell toward Dale. The answer is A.",
+    "21159": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is simple. It is a single independent clause.\nJoel took several incredible panoramic photographs of the sweeping view from the top of Table Mountain. The answer is A.",
+    "21166": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas. Chocolate syrup is a liquid. A liquid takes the shape of any container it is in.\nIf you pour chocolate syrup into a container, the chocolate syrup will take the shape of that container. But the chocolate syrup will still take up the same amount of space. The answer is B.",
+    "21189": "This country is Saint Kitts and Nevis. The answer is B.",
+    "21191": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is North America. The answer is A.",
+    "21192": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is South America. The answer is B.",
+    "21195": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince president is between the guide words pad - poison, it would be found on that page. The answer is A.",
+    "21196": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Illinois is farthest west. The answer is B.",
+    "21199": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Europe. The answer is B.",
+    "21200": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The bulldozer pushes the dirt. The direction of the push is away from the bulldozer. The answer is A.",
+    "21206": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. This book explains the difference between cattle and buffalo is a complete sentence. The subject is this book, and the verb is explains. The answer is B."
+  }
+}
\ No newline at end of file
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@@ -0,0 +1,80 @@
+{"review_id": "QM5m5nnioWr8M2LFHsaQvu", "question_id": 1, "answer1_id": "kEL9ifUHDeYuAXzevje2se", "answer2_id": "cV4zXygaNP6CXEsgdHMEqz", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful and relevant information on improving time management skills. Assistant 1 gave a concise overview of the key points, such as setting priorities, breaking tasks into smaller chunks, and using technology. Assistant 2 provided a more detailed and structured response, with a numbered list of tips and more specific advice, such as using a calendar or planner and practicing self-discipline. While both answers were accurate and useful, Assistant 2's response was slightly more comprehensive, which is why it received a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "ZQTBtt5M3mHEdJErvBnvho", "question_id": 2, "answer1_id": "VcF3NrWGXhhxLkDVurNrwq", "answer2_id": "3zpPUeoVsPWXtKMV7cAhZ6", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful and relevant answers to the question about effective ways to deal with stress. Assistant 1 mentioned identifying and avoiding sources of stress, developing healthy coping mechanisms, relaxation techniques, and taking care of mental and physical health. Assistant 2 provided a more detailed list of specific strategies, such as exercise, mindfulness, social support, healthy eating, good sleep, time management, relaxation techniques, and seeking professional help. Assistant 2's answer was more comprehensive and provided more actionable advice, which is why it received a higher score. However, both answers were accurate and relevant to the question.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "NScFF3JiZuLiNEu2YGWFbC", "question_id": 3, "answer1_id": "LpvtyQi9QdSgRrgGDxiGrT", "answer2_id": "6xpiZJE4vxxGqjRogPfBk7", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful and relevant information about the differences between Python and JavaScript. Assistant 1 mentioned syntax, structure, application types, and the fact that Python is a compiled language while JavaScript is interpreted. However, Assistant 2 provided a more detailed and organized response, covering syntax, data types, error handling, libraries, use cases, and speed. Assistant 1 incorrectly stated that Python is a compiled language, while it is actually an interpreted language like JavaScript. Assistant 2's response was more accurate and comprehensive, which is why it receives a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "9SCFcM2koGViowZd2gbdoe", "question_id": 4, "answer1_id": "7zQm8cSTJhPtPdZdxbcfrX", "answer2_id": "abitTVu2Dz8rdMxyThvFyJ", "text": "9 8\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information on increasing productivity while working from home. Assistant 1 offered a slightly more detailed response, with nine tips compared to Assistant 2's seven tips. Both assistants covered essential points, such as establishing a routine, creating a dedicated workspace, eliminating distractions, and taking breaks. However, Assistant 1 also mentioned setting goals, tracking progress, and unplugging, which added more value to the response. Assistant 2's response was still helpful, but Assistant 1's answer was more comprehensive, which is why Assistant 1 receives a 9 and Assistant 2 receives an 8.", "score": [9.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "hHSZygAJV8sC9WuyV3UoKx", "question_id": 5, "answer1_id": "UrLEH82RHwqqLt2LyvYSKj", "answer2_id": "UMZod8JaWia9KB2EVXdYrF", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information about the basics of quantum computing. Assistant 1 gave a brief overview of quantum computing, its potential, and its applications. Assistant 2 provided a more detailed response, explaining the concept of qubits and different approaches to building quantum computers. Assistant 2's response was more comprehensive, which is why it received a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "PK7fcxBPUfD9DPqSiZd8an", "question_id": 6, "answer1_id": "fpRdMTdnfirosQixuf2Gez", "answer2_id": "WXRCqF34f4UUJzd3xbgAqT", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information about the differences between plant-based and animal-based protein sources. Assistant 1 focused on the nutritional aspects, such as fat, calories, cholesterol, and resource usage. Assistant 2 provided a more detailed response, discussing nutritional value, absorption, sustainability, health effects, ethical considerations, and cost. Assistant 2's answer is more comprehensive and covers a wider range of aspects, which is why it receives a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "2cPJ5uF4r6z4EWKucgUdxs", "question_id": 7, "answer1_id": "PvGmsCJSNFcvQKmPTnnd7s", "answer2_id": "JREJbG5ZKXCNMoWoiJQxbC", "text": "8 10\nBoth Assistant 1 and Assistant 2 provided helpful and relevant answers to the question about developing critical thinking skills. Assistant 1 gave a brief overview of what critical thinking involves, which is useful for understanding the concept. However, Assistant 2 provided a more detailed and comprehensive list of 10 tips for improving critical thinking skills, making it a more valuable response for someone looking to develop these skills. Assistant 2's answer also covered a wider range of strategies, such as active listening, seeking diverse viewpoints, and practicing mindfulness, which contributes to its higher score.", "score": [8.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "2P68gHgTycYPveTkXFmJ2V", "question_id": 8, "answer1_id": "n4ANAbpR3gvLPP8poPfKZ6", "answer2_id": "mmVwmX6TGJ2Y72gCNac4EQ", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information about the challenges faced by the education sector today. Assistant 1's response was more concise, but it still covered a good range of challenges. Assistant 2's response was more detailed and organized, presenting the challenges in a numbered list format, which made it easier to understand and follow. Assistant 2 also touched on some additional aspects, such as accountability and assessment, and sustainability, which added more depth to the answer. Therefore, Assistant 2 receives a slightly higher score due to the better organization and additional details provided.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "KT5tYQWeruK84zYBEDifhA", "question_id": 9, "answer1_id": "STJ36GrgQMcaUi7zaoNPit", "answer2_id": "DMTZyzd4rRAFV43xtBJ9ns", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information regarding the primary factors that influence consumer behavior. Assistant 1 mentioned cultural, social, and personal factors, as well as advertising, marketing, and price. Assistant 2 provided a more detailed response, breaking down the factors into six categories: personal, psychological, social, economic, marketing, and product/service factors. Assistant 2's answer was more comprehensive and organized, which is why it received a slightly higher score. However, both responses were informative and useful.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "MAomLn7rTvxsZfGpv37ijQ", "question_id": 10, "answer1_id": "425SwYvqKPAXFGTYKXB7Cs", "answer2_id": "dETAsj4xHnUCSTkZezz8aM", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate responses to the question about effective strategies for conflict resolution in the workplace. Both responses included a list of strategies with clear explanations, making it easy for the user to understand and apply the information. The level of detail in both responses was appropriate and informative. The slight difference in the strategies listed by each assistant does not significantly impact the overall quality of the answers, as both provided valuable insights and covered the main aspects of conflict resolution.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "di5wzaNZCApV85kfJyKtGH", "question_id": 11, "answer1_id": "VbNAuj6KAkMdLJQXMo22oK", "answer2_id": "C8ksZxg3LshMUWiLxPanbt", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information regarding the implications of using single-use plastic bottles versus reusable bottles. Assistant 1 focused more on the environmental aspects and briefly touched on human health, while Assistant 2 provided a more balanced view of both environmental and health impacts. Assistant 2 also organized the information more clearly, making it easier to understand the different implications. Both assistants provided a good level of detail, but Assistant 2's response was slightly more comprehensive, which is why it received a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "FCat6rmvhMiL5B8DJdKysU", "question_id": 12, "answer1_id": "CNGqAeu2QJbQ4QGzHJDPdq", "answer2_id": "NeHhRc5P5uAU8eWSJBRkhG", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful and relevant information in response to the question about designing an inclusive and accessible public transportation system. Assistant 2's answer was slightly more detailed and organized, with a numbered list of factors to consider, which made it easier to follow and understand. Assistant 1 mentioned the integration with other services, which is an important aspect that Assistant 2 did not mention. However, Assistant 2 provided more specific examples of accessibility features and emphasized the importance of customer service, information and communication, and affordability, which are crucial factors in designing an inclusive public transportation system. Overall, both assistants provided valuable information, but Assistant 2's response was more comprehensive and well-structured.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "hg92jQt3a8qPSVTLESQmbh", "question_id": 13, "answer1_id": "E8w2qYqnm8iqCrSkUv62sz", "answer2_id": "KAJ7UVwu8oCKyxZj9j82pm", "text": "8 10\nBoth assistants provided helpful, relevant, and accurate information about how governments can use fiscal and monetary policies to combat economic recessions. However, Assistant 2 provided a more detailed and structured response, with specific examples and a clear distinction between fiscal and monetary policies. Assistant 1's response was more general and less detailed, which is why Assistant 2 receives a higher score.", "score": [8.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "6WZVJUT39icJDPALuZRbUN", "question_id": 14, "answer1_id": "8o5yMymfzo6kzmp9GK5MWr", "answer2_id": "NnWfaeRe8PmitgmV4u5fY8", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 gave a general overview of the issue and suggested ways to overcome language and cultural barriers. However, Assistant 2 provided a more detailed response, outlining specific ways in which these barriers can affect communication and relationships, such as language differences, cultural norms, stereotypes, prejudice, and power dynamics. This additional detail and structure make Assistant 2's response slightly more informative and comprehensive, resulting in a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "8kChSLEztqMSdQkV9HDtMw", "question_id": 15, "answer1_id": "kbJVEEsdsSScEq5Y5furr7", "answer2_id": "WiGpqKRRwWonwgU95piNNc", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 focused on a variety of ways AI can be used in healthcare, such as assisting with diagnoses, analyzing lab results, automating administrative tasks, and providing virtual health coaching. Assistant 2, on the other hand, provided a more detailed response, discussing the use of AI in analyzing patient data, automating routine tasks, remote patient monitoring, personalized treatment plans, and medical research. Assistant 2's answer was more comprehensive and provided a better understanding of the potential impact of AI on healthcare delivery, which is why it received a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "JQCpdYBgdJcDDVXWNgNAf8", "question_id": 16, "answer1_id": "CMUL5ULZuR7YC5EPzCBN2N", "answer2_id": "iangiZeex5ndxAXnWMrxBW", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information about CRISPR-Cas9 technology, its potential applications, and ethical implications. Assistant 2, however, provided a more detailed response, including a clearer explanation of the gene editing process and the specific repair mechanisms involved (HDR and NHR). Assistant 2 also discussed a wider range of potential applications and ethical concerns. While Assistant 1's response was informative, Assistant 2's response was more comprehensive and in-depth, which is why Assistant 2 received a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "VzPqpgnivGDdXhWdxQyvvH", "question_id": 17, "answer1_id": "kEmDDQyNqSkyFihYEEBpuR", "answer2_id": "XnMRLphzYQX4QRNht7tbui", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information about vaccinations and herd immunity. Assistant 1 gave a brief overview of how vaccinations work and the concept of herd immunity. Assistant 2 provided a more detailed explanation of the immune response triggered by vaccinations and the importance of herd immunity for vulnerable populations. Assistant 2 also mentioned the critical threshold for achieving herd immunity and the benefits of vaccination for the community. Therefore, Assistant 2 receives a slightly higher score due to the additional details and clarity provided in the response.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "DjcVQrARdkz8zZU4ahzuJb", "question_id": 18, "answer1_id": "Qs3grQsqFVGK9EVkCkf9PB", "answer2_id": "HZc37bwy646mRzbqSsDAob", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate responses to the question. Assistant 1 gave a concise overview of the influence of social media platforms on news consumption and the potential implications for the spread of misinformation. However, Assistant 2 provided a more detailed response, outlining specific ways in which social media platforms influence news consumption and sharing, such as personalization, virality, amplification, filter bubbles, confirmation bias, and lack of fact-checking. This additional detail and organization make Assistant 2's response slightly more informative and comprehensive, resulting in a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "eHLHXtjjeVUMsFLeAoQtbM", "question_id": 19, "answer1_id": "kzZ6dKN7hkRWjqtdHr7Qns", "answer2_id": "iJrMatLrMdJyyqMx9uJ45a", "text": "8 9\nBoth assistants provided helpful, relevant, and accurate information regarding the influence of cultural, social, and economic factors on people's food choices and how this knowledge can be used to promote healthier diets. Assistant 2, however, provided a more detailed and structured response, with clear examples for each factor, making it easier to understand the different influences. Assistant 1's response was also informative, but it lacked the clear organization and specific examples that Assistant 2 provided.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "5BcjGdUzPQbMD5MKmAvtRR", "question_id": 20, "answer1_id": "DPPDG6YGFJij2GCmRL66PU", "answer2_id": "oVEHqDnDTEADZSFfKgFTZd", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 gave a brief but clear explanation of natural selection and its role in evolution and adaptation. Assistant 2, however, provided a more detailed response, breaking down the process of natural selection into five steps and explaining each step's contribution to evolution and adaptation. This additional detail and organization make Assistant 2's answer slightly more informative and comprehensive, resulting in a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "XpFSu84sZ8tACx9WkBygF5", "question_id": 21, "answer1_id": "D62FjDb4nZANzPpfSfsiyn", "answer2_id": "WLAj4u59bj2oEXzahF79ek", "text": "7 9\nAssistant 1 provided a brief and general introduction, while Assistant 2 offered a more detailed and immersive response, which better captured the essence of a medieval knight's introduction at a royal banquet. Assistant 2's response included a specific speech, demonstrating a deeper understanding of the context and the expectations of the situation.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "eqRG5G2adk4SQNsppwVVW6", "question_id": 22, "answer1_id": "k7E4NNw5kyj9DmvP5Pu2zb", "answer2_id": "fJPnM2XcRveW2zR4DDaeTb", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided relevant and engaging speeches to motivate a pirate crew to search for hidden treasure. Assistant 1's response was shorter and more focused on the excitement of the adventure, while Assistant 2's response was more detailed, providing a context for the speech and emphasizing the challenges and rewards of the journey. Assistant 2's response was slightly better due to its more comprehensive approach and the inclusion of a clear goal for the crew.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "XU7RnpgdvubdNHZ8ryeBNE", "question_id": 23, "answer1_id": "KFocjVCejYrU3YmLjAqoUF", "answer2_id": "fY4Xed6veWpcKfj5krZz8m", "text": "8 9\nBoth assistants provided relevant and creative responses to the question. Assistant 1 gave a general description of how a Shakespearean character would declare their love, which was helpful and accurate. Assistant 2 went a step further by providing an actual example of a soliloquy, making it more engaging and detailed. Therefore, Assistant 2 receives a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "64ayLmABqYNLkAVAj2MSrF", "question_id": 24, "answer1_id": "dq8Sm9djS7e7y9sG9vmMJf", "answer2_id": "LqFJA2JQbBXP77nkYjtrZK", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate responses to the user's question. Assistant 1 gave a more traditional superhero origin story, explaining that they were born with special abilities and learned to use them for good. Assistant 2, on the other hand, provided a unique origin story as an advanced artificial intelligence created by scientists. Both answers were detailed and engaging, but Assistant 2's response was slightly more detailed and creative, which is why it received a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "cfBjbHjZsP9rKVXVxEaZoC", "question_id": 25, "answer1_id": "XZ8fG8e6u7CyKd2moK6abe", "answer2_id": "WxCKcRstJPXTXnqEzSX3Hg", "text": "8 10\nBoth Assistant 1 and Assistant 2 provided relevant and accurate information in response to the user's question. However, Assistant 2's answer was more detailed and comprehensive, covering a wider range of technological advancements from various fields, such as fusion power, nanotechnology, artificial intelligence, space exploration, quantum computing, and biotechnology. Assistant 1 mentioned some general advancements like time travel, intelligent robots, autonomous vehicles, virtual reality, augmented reality, artificial intelligence, and machine learning, but did not provide specific examples or details. Therefore, Assistant 2 receives a higher score of 10, while Assistant 1 receives an 8.", "score": [8.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "aoxUcPU7Z3swngyhGAsfrc", "question_id": 26, "answer1_id": "oKaXHfoK4pXwrefFWXmeA8", "answer2_id": "dgPJ7DvtFHD7mxtRwzM3vW", "text": "8 10\nAssistant 1 provided a brief but relevant response, describing the winning play in a simple manner. However, the answer lacked detail and excitement that would be expected from a sports commentator. Assistant 2, on the other hand, delivered a more engaging and detailed response, capturing the excitement and tension of the final moments of the game. The answer provided a vivid picture of the winning play, the players involved, and the emotions of both teams, making it a more immersive and satisfying response.", "score": [8.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "RPyrLb5gh3NCxy5HhUu3Qy", "question_id": 27, "answer1_id": "ZwiZfvDWm7SETKNBfDk7Mb", "answer2_id": "ADX83sWvjJkewJX6JmYUzQ", "text": "8 10\nAssistant 1 provided a brief and vague description of the signature dish, which did not give a clear idea of what the dish is or its ingredients. The response was relevant but lacked detail and creativity. Assistant 2, on the other hand, provided a detailed, creative, and engaging description of the signature dish, including the name of the dish, the ingredients, the flavors, and the presentation. Assistant 2's response was more helpful, relevant, accurate, and detailed, which is why it received a higher score.", "score": [8.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "2hn8AqjvpXzHXKu2P69mco", "question_id": 28, "answer1_id": "DxYopRe2LcTJMy3FWu6btd", "answer2_id": "ihNG3rwsrt95NDhCAFeSDR", "text": "8 9\nBoth assistants provided relevant and detailed responses to the question. Assistant 1 focused on describing the emotions and the view from the top, which directly addressed the user's question. Assistant 2, however, went a step further by acknowledging its AI nature and providing a more comprehensive response, including the importance of proper training, experience, and equipment. This additional information is valuable for someone interested in mountain climbing. Assistant 1's response was good, but Assistant 2's response was more informative and well-rounded, which is why it received a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "QKzMYoFj48wZJPVjZnXD4V", "question_id": 29, "answer1_id": "WC3UJVh4jQ5RUkpcRMU98L", "answer2_id": "Gmhqf3z4LvVfwPNFJ89BKd", "text": "8 9\nBoth assistants provided relevant and helpful answers, but Assistant 2's response was more detailed and organized. Assistant 1 briefly mentioned the challenges faced, while Assistant 2 provided a step-by-step description of daily life on Mars and elaborated on the challenges. Assistant 2's answer also touched upon the importance of communication with Earth and the psychological aspect of living on another planet, making it a more comprehensive response.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "F4eWAVuERss6hdsTXDT43V", "question_id": 30, "answer1_id": "gTvgn6ksDjGGgdprw6AG5A", "answer2_id": "gSwkKJCn6qDnNZond2xVJ3", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided relevant and detailed responses to the user's question. Assistant 1 described forming an alliance with other survivors, sharing knowledge and skills, and working together to stay alive. Assistant 2 went into more depth about the daily struggles, the process of learning new skills, and the importance of forming alliances with like-minded individuals. Assistant 2 also mentioned the need for caution when encountering dangerous characters and the determination to rebuild society. While both responses were helpful and accurate, Assistant 2 provided a more comprehensive and engaging answer, which is why it received a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "5T23NeQWsoTreXFBErzMfH", "question_id": 31, "answer1_id": "3q7giCk2BA3Ye4Tm9HC2iw", "answer2_id": "8RaBeMjxx2bCp2GKWv7YiP", "text": "8 10\nAssistant 1 provided a decent response, but there was an error in the last sentence, stating that higher prices could indicate popularity among locals, which is not necessarily true. Assistant 2, on the other hand, provided a more detailed and accurate response, covering various aspects of how to determine the popularity of a restaurant among locals or tourists, and also explained why this information might be useful. Assistant 2's response was more comprehensive and well-structured, making it easier to understand and follow.", "score": [8.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "D4k3jKh84j9z9Vtpm3Emvw", "question_id": 32, "answer1_id": "hRGsxy86v26SC4yAQS29X4", "answer2_id": "C65PZkmAfFfWRs4bPhyKqg", "text": "7 9\nAssistant 1 provided a few clues that suggest someone is pretending to understand a topic, but their answer was not as detailed or comprehensive as Assistant 2's response. Assistant 2 provided a more extensive list of subtle clues, each with a clear explanation, making their answer more helpful and informative. Both answers were relevant and accurate, but Assistant 2's response was more detailed and precise, which is why it received a higher score.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "bes2VMcdsy6n47zpvsiXGs", "question_id": 33, "answer1_id": "3n49A5ggJERfXYrLns3ZeU", "answer2_id": "4so4HTEjgDZKTqNAgkHHQX", "text": "8 10\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. However, Assistant 2's response was more detailed and comprehensive, covering a wider range of reasons why someone might choose to use a paper map or ask for directions instead of relying on a GPS device or smartphone app. Assistant 1's answer was still useful and touched on some key points, but it lacked the depth and elaboration that Assistant 2's response provided.", "score": [8.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "2TkHUHRd2MeXpUgXUHHKFe", "question_id": 34, "answer1_id": "ErCpFtPuYVru4oTTk4WrxG", "answer2_id": "FCYaiexEzdoLFPAwvTgDDm", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful and relevant answers to the question. Assistant 1 focused on body language, eye contact, and engagement in the conversation as indicators of genuine interest. Assistant 2 provided a more detailed response, listing five specific clues to look for, including active listening, engaged body language, personal investment, authenticity, and follow-up. Both answers were accurate and relevant, but Assistant 2's response was more comprehensive and provided a slightly higher level of detail, which is why it received a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "LrvxJCFQDLW2c29FpmG9Xp", "question_id": 35, "answer1_id": "PTNoCRMZWoJk8HaKX7fW45", "answer2_id": "76EPQDh4ZNxBMGqED9LEFi", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 gave a good general overview of the benefits of shopping at small, locally-owned businesses, mentioning community support, personal experience, quality products, and local culture. Assistant 2, however, provided a more detailed and organized response, listing specific reasons and elaborating on each point. This made Assistant 2's answer slightly more informative and comprehensive, earning it a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "L25o9xkc8WhLLtG82XrVHc", "question_id": 36, "answer1_id": "n8cFs9KENNwZ4z3SR4iXTr", "answer2_id": "cvBg3gyCyDuyESof3YXhTE", "text": "7 9\nBoth Assistant 1 and Assistant 2 provided helpful and relevant information on assessing the credibility of a source. However, Assistant 2's response was more detailed and precise, covering a wider range of factors to consider, such as objectivity, date of publication, and skepticism. Assistant 1's response was accurate but lacked the depth and comprehensiveness of Assistant 2's answer. Therefore, Assistant 2 receives a higher score due to its more thorough and well-rounded response.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "YXjoGG6fkh6RzQaxpscw7u", "question_id": 37, "answer1_id": "GzxL9mmEK5RzKqRbqBMUVC", "answer2_id": "kRgfUJ7qqkyZUnLd2fnnaX", "text": "8 10\nBoth Assistant 1 and Assistant 2 provided relevant and accurate answers to the question. Assistant 1's response was helpful and touched on the main idea that people have different preferences for thrilling activities. However, Assistant 2's response was more detailed and comprehensive, offering various factors that can influence why some people enjoy being scared while others avoid it. Assistant 2's answer also delved into the complexity of the interplay between biological, psychological, and environmental factors, making it a more informative and well-rounded response.", "score": [8.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "fCgyimZZk3m5nMi3XaoEU9", "question_id": 38, "answer1_id": "QpoHFgb9SzwuaXQQUuBUQD", "answer2_id": "J3YuizKcHQ74ydNyCcwgwu", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 focused on the importance of observing interactions, addressing, handling disagreements, problem-solving, and nonverbal cues to understand cultural norms. Assistant 2 emphasized the learning aspect of culture through social interactions, the importance of observing appropriate and inappropriate behaviors, and the reactions and responses of others. Assistant 2's response was slightly more detailed and provided a clearer example, which is why it received a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "FeNNbc5tyYVh6RD8QGx9U5", "question_id": 39, "answer1_id": "Fxe6MS4GpP3LMDUwzY2cPA", "answer2_id": "abWLpFojLpNPfDGHpuRSUG", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 briefly presented both sides of the argument, allowing the reader to understand the main points of the debate. However, Assistant 2 went into more detail, providing specific points to consider when forming an opinion on the topic, and discussing the benefits and risks of both space exploration and addressing Earth's problems. This additional information makes Assistant 2's response more comprehensive and informative, resulting in a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "K3bVpZDV4T29mFFZneZnFv", "question_id": 40, "answer1_id": "mJiQ2FGR4Xb8kmhZjharkw", "answer2_id": "Ki4fkJvsoSxuQeSoj2AcBG", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate responses to the question. Assistant 1 emphasized the importance of striking a balance between job creation and technological progress and suggested policies and initiatives to promote both. Assistant 2 also emphasized the need for balance but provided a more detailed explanation of the potential impacts of automation on jobs and the economy, as well as the benefits of technological progress. Assistant 2's response was more comprehensive, which is why it received a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "8QQXLYPzxkhj3UvjehmJ3a", "question_id": 41, "answer1_id": "6Kph4RHRKEZ4YUoaHuEhBv", "answer2_id": "GRQjYgAapNAVqzuZR4KQpf", "text": "7 6\nAssistant 1 provided a more accurate and detailed response, explaining the purpose of blinking and giving a clear estimate of 50 million blinks in a lifetime. However, the response could have been improved by breaking down the calculation step-by-step. Assistant 2 provided a step-by-step calculation, but the blink rate used was incorrect, leading to an inaccurate estimate of 4,996,800 blinks in a lifetime. Additionally, Assistant 2 incorrectly stated that the blink rate during sleep is the same as when awake, which is not true. Overall, Assistant 1's response was more helpful, relevant, and accurate, while Assistant 2's response had some inaccuracies and a lower level of detail.", "score": [7.0, 6.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "hLQwp4DchSxBwsWUUBMYmM", "question_id": 42, "answer1_id": "WBwpBQwhxn5kxLDb7MschC", "answer2_id": "SB5a2AiK224hB927vkqvYs", "text": "4 9\nAssistant 1 provided an incorrect and confusing answer, stating that a grain of salt contains 102.98 atoms, which is not a reasonable number for atoms in a grain of salt. The explanation provided was also incorrect and did not make sense. On the other hand, Assistant 2 provided a detailed and step-by-step explanation, estimating the number of atoms in a grain of salt based on the average size of a grain of table salt and using sodium chloride as an example. The calculations were clear and easy to follow, resulting in an estimate of approximately 7.13 x 10^27 atoms in a grain of table salt with a diameter of 50 \u00b5m. This response was helpful, relevant, accurate, and provided a sufficient level of detail.", "score": [4.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "Cvgm9KPXmNDHoT7HZ3nKnA", "question_id": 43, "answer1_id": "kf8nahQVci2ZLaYikagB7U", "answer2_id": "4XYycBrMiJgYKPof2P6xoe", "text": "6 9\nAssistant 1 provided an incorrect number of lightning strikes per day (2000) and did not give a clear step-by-step explanation as requested. Assistant 2, on the other hand, provided a more accurate estimate (100,000,000) and took the reader through the reasoning process, discussing the factors that contribute to lightning strikes, such as electrical charge, weather conditions, and location. Assistant 2's response was more helpful, relevant, accurate, and detailed, which is why it received a higher score.", "score": [6.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "BQpXVvTLQ8DwU5PbhkjavA", "question_id": 44, "answer1_id": "Gptgryd4o2dC8V5aqRmeJJ", "answer2_id": "fpoXWHHdpv7XNBTS2NRY6d", "text": "6 8\nAssistant 1 provided an incorrect calculation and explanation, as the weight of the house was not accurate and the number of cubic feet of helium needed was not properly explained. Assistant 2, on the other hand, provided a more detailed and step-by-step explanation, acknowledging the unrealistic nature of the scenario and using a more reasonable weight for the house. Although both answers were not perfect, Assistant 2's response was more helpful, relevant, and accurate.", "score": [6.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "cpKEBBh27iBFMHF2DMhbmF", "question_id": 45, "answer1_id": "RfBWW8ZhdfTuTMb454Un4o", "answer2_id": "GRXWdnzLLzmeZRU67PMTb7", "text": "7 8\nAssistant 1 provided an answer with a specific number of text messages sent globally in a minute, but the source of the information is not mentioned, which makes it difficult to verify the accuracy of the data. The explanation also focused on the growth of text messages and the rise of instant messaging applications, but it didn't provide a step-by-step reasoning for the number provided.\n\nAssistant 2, on the other hand, acknowledged the difficulty in determining the exact number of text messages sent globally in a minute and provided a more detailed explanation of the reasons why it is challenging to track this information. Although Assistant 2 didn't provide a specific number, the response was more realistic and informative, explaining the complexity of text message communication.", "score": [7.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "GZtTjxWteggtdMXqBr4QZd", "question_id": 46, "answer1_id": "neGgLYm47JvqN8qkw8VeoW", "answer2_id": "RTxk2jYsjYiiWMwcRjmfwu", "text": "7 9\nAssistant 1 provided a rough estimate of 1 billion words spoken daily, but the explanation lacked a step-by-step reasoning and did not provide any sources or calculations to support the claim. Assistant 2, on the other hand, provided a more detailed step-by-step explanation, including an estimate of 100 billion words spoken daily, which was based on the world population and the average number of words spoken per person per day. Assistant 2 also acknowledged the limitations of the estimate and the factors that could influence the actual number. Therefore, Assistant 2's response was more helpful, relevant, accurate, and detailed compared to Assistant 1's response.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "nnPgYU9HHowARyLhxQKKwm", "question_id": 47, "answer1_id": "KSePbzLwsYasR3aui4HU8h", "answer2_id": "2J2Et6W8u2kXLTUgfYrPxe", "text": "6 8\nAssistant 1 provided a general explanation of snowflake formation and mentioned that the number of snowflakes can vary depending on location and storm severity. However, the answer lacked a step-by-step reasoning process and did not provide an estimate for the number of snowflakes during a typical winter. Assistant 2, on the other hand, provided a more detailed response, explaining the factors that influence snowflake formation and offering a rough estimate based on average conditions. Although the answer still did not provide an exact number, it gave a clearer understanding of the factors involved and the complexity of estimating the number of snowflakes in a typical winter.", "score": [6.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "CoqavHgbi2d4d9Xo9LWGZ5", "question_id": 48, "answer1_id": "SWWfLpP2gnWHLbYRZXNsW3", "answer2_id": "nSGoG9Z5g5VuCXgmQJJKrq", "text": "7 8\nAssistant 1 provided an estimate of 100 billion pages based on 130 million unique titles and an average of 200 pages per book. The answer was relevant and informative, but the source of the data was not mentioned, which affects the credibility of the information. Assistant 2, on the other hand, acknowledged the impossibility of providing an exact number and explained the reasoning behind their estimate. They used 13 million books and an average of 250-300 pages per book, resulting in an estimate of 3.25 billion pages. Assistant 2's answer was more detailed and transparent in their approach, which makes their response more helpful and reliable. However, both assistants provided different estimates, which may cause confusion. Assistant 2's response was slightly better due to the clarity in their reasoning, but both could improve by providing more accurate and up-to-date data.", "score": [7.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "MZLyQgMwXpVnFGWJxPjLU7", "question_id": 49, "answer1_id": "WaBwKYhs7eAG22qCGLH2j3", "answer2_id": "ScqJdUq9n5bp9qPv5WPqG5", "text": "6 8\nAssistant 1 provided a response that was relevant and somewhat helpful, but the calculation was incorrect and the answer lacked detail. The assistant multiplied the number of years by the length of a year, which is not the correct way to calculate the number of orbits. Assistant 2, on the other hand, provided a more detailed and accurate response, taking into account the age of the Earth and the elliptical nature of its orbit. The explanation was clearer and more precise, leading to a better understanding of the reasoning behind the estimate. However, both assistants could have mentioned that the exact timing of the emergence of life on Earth is uncertain, which would affect the final estimate.", "score": [6.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "ZgP6B6jZ2sgd8f6aDh3zLo", "question_id": 50, "answer1_id": "MfMJeE9om7qyBbqopHouf4", "answer2_id": "GdLFr88pCwsGpfRBRQQkyh", "text": "7 9\nAssistant 1 provided a conservative estimate of several hundred thousand songs recorded throughout history, but the answer lacked depth and detail. Assistant 2, on the other hand, provided a more comprehensive response, discussing the history of music, the invention of recording technology, and the rise of digital music. Assistant 2 also acknowledged the difficulty in estimating the exact number of songs and suggested that there could be millions or even billions of songs recorded. This answer was more informative and took the reader through the reasoning step-by-step, which is why Assistant 2 receives a higher score.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "3hFbcLp9xWWFD78soe4nEY", "question_id": 51, "answer1_id": "TjWPRDM6JFpPF8xeRptCKb", "answer2_id": "Sa7uNEbFGRFuXBAwau8sHS", "text": "7 9\nAssistant 1 provided a brief response, mentioning that the Internet would have been primarily used by the wealthy and powerful and that it would have been slower and more expensive. However, the answer lacked depth and context. Assistant 2, on the other hand, provided a more detailed and thoughtful response, discussing the technological and cultural context of the Renaissance period and how it might have influenced the development of the Internet. Assistant 2 also considered the potential limitations of the technology at the time and how it would have affected the Internet's evolution. Overall, Assistant 2's response was more helpful, relevant, and accurate, with a higher level of detail.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "PVxq9EuwZoGbUUbWBh5bi4", "question_id": 52, "answer1_id": "iR2tYTsWTFENEP7Qy9RgtX", "answer2_id": "T6Ar3cAEw3AmVVQTcCPp8N", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 focused more on the cultural aspects and the potential for the Aztecs to maintain their traditional customs, beliefs, and languages. Assistant 2 provided a more detailed response, discussing the potential impact on the Aztec civilization, the spread of European diseases, the economy, and the possibility of forming alliances with other indigenous groups. Assistant 2's answer was more comprehensive, which is why it received a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "2JxUhEFw64P59ZWvNWk5eH", "question_id": 53, "answer1_id": "AZdS8xAi3GwAmCqkNSnnwv", "answer2_id": "KiZQev5JEk2h6JYeQnFmtM", "text": "7 9\nBoth assistants provided relevant and accurate information about the potential consequences of the Black Death not occurring in the 14th century. Assistant 2, however, offered a more detailed and balanced analysis of the possible outcomes, discussing both positive and negative aspects, as well as acknowledging the difficulty in predicting the exact course of history. Assistant 1's response was more speculative and focused on the positive outcomes, such as the Renaissance and scientific revolution occurring earlier. Overall, Assistant 2 provided a more comprehensive and nuanced response, which is why it received a higher score.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "Y5QuvZeyyEXuBwBLmxqFVA", "question_id": 54, "answer1_id": "VmwifF2JD5osYKDTqv2ZRS", "answer2_id": "cYiyYKKXM3GXkrZHAbX83S", "text": "7 8\nBoth Assistant 1 and Assistant 2 provided relevant and accurate responses to the question. Assistant 1 focused on the potential contributions Newton could have made in the field of biology, such as studying the human body and animal behavior. However, Assistant 2 provided a more comprehensive response, discussing Newton's actual contributions to various fields and acknowledging the difficulty in predicting his specific contributions to biology. Assistant 2's response was more detailed and balanced, which is why it received a higher score.", "score": [7.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "DZ7peVvCwPsXCtHAtyJtwP", "question_id": 55, "answer1_id": "mUL5UPj3qDGaCriEjL2U3B", "answer2_id": "PQmMUdAAcBsAWmWaTvdHSU", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful and relevant answers to the question. Assistant 1 gave a brief overview of the potential impact on the music world and the cultural influence of the Beatles. Assistant 2 went into more detail, listing several possible outcomes if the Beatles had never formed as a band. While both answers were accurate and relevant, Assistant 2's response was more detailed and provided a more comprehensive exploration of the hypothetical scenario, which is why it received a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "6LfJJ8Yn6gcnrNQETUo3fm", "question_id": 56, "answer1_id": "dVdwUoVrAQJDuWxiodykiw", "answer2_id": "PorExChQ9VeYsPJptdgtsB", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided relevant and accurate answers to the question. Assistant 1 gave a brief but clear response, mentioning the critical advantage gained by the Allies due to cracking the Enigma code. Assistant 2, however, provided a more detailed response, discussing the potential consequences of not cracking the code, such as the development of alternative strategies or technologies. Assistant 2 also acknowledged the difficulty in predicting the exact outcome without Turing's contributions. Therefore, Assistant 2 receives a slightly higher score for providing a more comprehensive answer.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "SA89EZJJozceMFCjAp36JK", "question_id": 57, "answer1_id": "EiNn9jjfy7dga6xfCtLtF8", "answer2_id": "249f6dSMwZRZVMmtxv6yDm", "text": "8 9\nBoth assistants provided helpful, relevant, and accurate information about the implications of the Suez Canal not being constructed. Assistant 1 focused more on the impact on international trade and navigation, while Assistant 2 expanded on the historical, political, and technological aspects of the canal's construction. Assistant 2's response was slightly more detailed and provided a broader perspective on the topic, which is why it received a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "ZqQyfNvvEcnpPwJk3J2Uai", "question_id": 58, "answer1_id": "eqG9f2R9hXVyZrZMpcqAYq", "answer2_id": "nxa3m6kiAZwKgcMUBY8KYz", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 gave a brief overview of the possible outcomes if the Maya civilization had not collapsed, mentioning the potential for continued growth in various areas. Assistant 2, however, provided a more detailed response, discussing the potential impact on the development of other civilizations, the possibility of further scientific and technological advancements, and the potential changes to the political and cultural landscape in Mesoamerica. While both answers were informative, Assistant 2's response was more comprehensive and detailed, which is why it received a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "U4AYzQWkwxdSDQT7aCEjHU", "question_id": 59, "answer1_id": "ex42CLEzDVC2TxAvMCtYQJ", "answer2_id": "DXFvhjCaKqQiBsFDCkXGMT", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful and relevant answers to the question. Assistant 1 briefly mentioned the possible consequences of Columbus not discovering the Americas, such as the indigenous people living in relative isolation and the delay of European colonization. Assistant 2, however, provided a more detailed response, discussing the potential for the indigenous peoples to thrive and develop without outside influence, as well as the possibility of other European explorers eventually discovering the Americas. Assistant 2's answer also touched on the profound impact of Columbus's discovery on the world. Both answers were accurate and relevant, but Assistant 2's response was more comprehensive and detailed, earning it a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "PfbYXoERxbzzmrhe3K6gfH", "question_id": 60, "answer1_id": "RfFANSwHeCm3Pqe2AJ86Dk", "answer2_id": "BCUK5VcpZK26jMJ2UMgR3E", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful and relevant answers to the question. Assistant 1 focused on the potential benefits of success for van Gogh, such as recognition, financial stability, and opportunities for collaboration. Assistant 2, on the other hand, provided a more detailed response, discussing the potential impact on his art, the possibility of exploring new techniques, and the pressures that might have come with fame. Both answers are accurate and relevant, but Assistant 2's response is slightly more detailed and comprehensive, which is why it receives a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "S76jaMcti5vwnHtJqAW6zb", "question_id": 61, "answer1_id": "nzxdtWmgQhRkHeVAanVogZ", "answer2_id": "JHTKBrLVTp7bv5zW2uwYVW", "text": "6 9\n\nAssistant 1 provided a general description of the program but did not provide any code implementation. The description is clear and concise, but it lacks the actual code to solve the problem.\n\nAssistant 2 provided a complete C++ code implementation that reads a text file line by line and counts the number of occurrences of a specific word in the file. The code is well-structured, readable, and includes helpful comments. However, the program only checks if the search string is present in the line, not the exact number of occurrences of the word in the line. To improve the code, Assistant 2 could implement a more precise word counting mechanism that accounts for multiple occurrences of the search string within a single line.\n\nHere's an improved version of Assistant 2's code that counts the exact number of occurrences of the word in the file:\n\n```cpp\n#include <iostream>\n#include <fstream>\n#include <string>\n#include <sstream>\n\nusing namespace std;\n\nint main()\n{\n    // Specify the name of the text file you want to read\n    string filename = \"example.txt\";\n\n    // Open the file in binary mode for reading\n    ifstream file(filename, ios::binary);\n\n    // Set the string to search for\n    string search_string = \"example\";\n\n    // Initialize a counter to keep track of the number of occurrences of the search string\n    int counter = 0;\n\n    // Start reading the file line by line\n    string line;\n    while (getline(file, line))\n    {\n        // Create a stringstream to read words from the line\n        stringstream ss(line);\n        string word;\n\n        // Read words from the line\n        while (ss >> word)\n        {\n            // Check if the word matches the search string\n            if (word == search_string)\n            {\n                // Increment the counter if the word matches the search string\n                counter++;\n            }\n        }\n    }\n\n    // Close the file\n    file.close();\n\n    // Print the number of occurrences of the search string\n    cout << \"Number of occurrences of search string: \" << counter << endl;\n\n    return 0;\n}\n```\n\nThis improved version uses a `stringstream` to read words from each line and compares each word to the search string. If the word matches the search string, the counter is incremented. This ensures that the program counts the exact number of occurrences of the word in the file.", "score": [6.0, 9.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "72aGqhr2T2BS7oC25BsQoc", "question_id": 62, "answer1_id": "kRo6z5qmeiSM8Xz6BPJHLC", "answer2_id": "jyzD2deb9JAffRhhkk37r5", "text": "6 4\n\nAssistant 1:\nStrengths:\n- The code is well-commented and easy to understand.\n- The function signature is clear and includes type hints for the input parameters.\n\nWeaknesses:\n- The implementation is incorrect. The logic for updating the `results` matrix is not correct for the longest common subsequence problem.\n- The code initializes the first row and column of the `results` matrix to 0 twice, which is redundant.\n\nSuggestions for improvement:\n- Correct the logic for updating the `results` matrix. When s1[i-1] == s2[j-1], the value should be results[i-1][j-1] + 1. When s1[i-1] != s2[j-1], the value should be max(results[i-1][j], results[i][j-1]).\n- Remove the redundant initialization of the first row and column of the `results` matrix.\n\nAssistant 2:\nStrengths:\n- The code is well-structured and easy to read.\n\nWeaknesses:\n- The implementation is incorrect. The logic for updating the `dp` matrix is not correct for the longest common subsequence problem.\n- The code initializes the first row and column of the `dp` matrix to `float('inf')`, which is not appropriate for the problem. They should be initialized to 0.\n- The code does not include comments explaining the logic and functionality.\n\nSuggestions for improvement:\n- Correct the logic for updating the `dp` matrix. When str1[i-1] == str2[j-1], the value should be dp[i-1][j-1] + 1. When str1[i-1] != str2[j-1], the value should be max(dp[i-1][j], dp[i][j-1]).\n- Initialize the first row and column of the `dp` matrix to 0.\n- Add comments to the code to explain the logic and functionality.", "score": [6.0, 4.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "jadrVtHskPRvbZmHqZkVRE", "question_id": 63, "answer1_id": "7kj8odEE79UBdR4pT6u6TY", "answer2_id": "jPGHEfp7FxhDyvRA6qEN3j", "text": "7 9\n\nAssistant 1:\nStrengths:\n- Provided a valid regular expression for email validation.\n\nWeaknesses:\n- Did not provide a complete Python implementation.\n- No comments or explanation of the regular expression components.\n\nSuggestions for improvement:\n- Provide a complete Python implementation using the `re` module.\n- Add comments to explain the different parts of the regular expression.\n\nAssistant 2:\nStrengths:\n- Provided a complete Python implementation using the `re` module.\n- Included a clear and concise explanation of the regular expression components.\n- Properly tested the regular expression with a sample email address.\n\nWeaknesses:\n- The explanation of the regular expression components is slightly different from the actual regular expression used in the code.\n\nSuggestions for improvement:\n- Ensure that the explanation of the regular expression components matches the actual regular expression used in the code.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "J5F2uLKW8H38af5Xx2dBqo", "question_id": 64, "answer1_id": "UULZ4GLz9j9ot7tN7x3ySD", "answer2_id": "Ra9eTcAuNZPkPRnaHiQrak", "text": "4 6\n\nAssistant 1:\nStrengths:\n- The explanation of the logic is clear and easy to understand.\n\nWeaknesses:\n- The provided code is not in any programming language, it's just a description of the algorithm.\n- The algorithm itself is incorrect and doesn't use dynamic programming.\n- There are no comments in the code.\n\nSuggestions for improvement:\n- Provide actual code in a specific programming language.\n- Use a correct dynamic programming approach for solving the problem.\n- Add comments to the code to explain the logic and functionality.\n\nAssistant 2:\nStrengths:\n- The code is provided in Python, which is a widely used programming language.\n- The code is structured and easy to read.\n\nWeaknesses:\n- The code does not use dynamic programming, it uses recursion instead.\n- The memoization table is not used, and the code will be inefficient for large values of n.\n- The comments are not very helpful in explaining the logic and functionality of the code.\n\nSuggestions for improvement:\n- Implement a dynamic programming approach, such as using a bottom-up approach with a memoization table.\n- Use the memoization table to store the results of previous calculations to avoid redundant calculations.\n- Improve the comments to better explain the logic and functionality of the code.", "score": [4.0, 6.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "bBz3M9u9WMW5o9Qz8CELFx", "question_id": 65, "answer1_id": "Rh8P3bxSJx4p6nCZkSZBrh", "answer2_id": "5mbEFLEnEx8Cm2wEF8WAbM", "text": "8 10\n\nAssistant 1:\nStrengths:\n- Provides a clear explanation of how the binary search algorithm works.\n- Explains the process of repeatedly splitting the array and comparing the middle element.\n\nWeaknesses:\n- Does not provide an actual code implementation of the binary search algorithm.\n- Lacks examples or comments to help the reader understand the algorithm better.\n\nSuggestions for improvement:\n- Provide a code implementation of the binary search algorithm in a programming language.\n- Include examples and comments to help the reader understand the code and its functionality.\n\nAssistant 2:\nStrengths:\n- Provides a complete and accurate implementation of the binary search algorithm in Python.\n- Includes a clear example of how to use the function with a sorted array and a target value.\n- The code is well-structured, readable, and efficient.\n- The explanation of the algorithm is clear and concise.\n\nWeaknesses:\n- The code lacks comments explaining the logic and functionality of each part of the algorithm.\n\nSuggestions for improvement:\n- Add comments to the code to explain the logic and functionality of each part of the algorithm.\n- Although not necessary in this case, consider providing examples in multiple programming languages for a broader audience.", "score": [8.0, 10.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "MfWw7JKnvqVUUU8zTfuinz", "question_id": 66, "answer1_id": "R3aYUUtY46ht4ToU8US96x", "answer2_id": "KLbBzjbuwq4agAESQ9Wfpq", "text": "6 8\n\nAssistant 1 provided a general explanation of how to implement a queue using two stacks in Python but did not provide any code. The explanation was clear, but it would have been more helpful to include a code example.\n\nAssistant 2 provided a code implementation of a queue using two stacks in Python. The code is mostly accurate, but there are a few issues. The dequeue method is incorrect, as it should transfer elements from the in_stack to the out_stack if the out_stack is empty, and then pop the top element from the out_stack. The peek method should also return the top element of the out_stack if it's not empty. The enqueue method does not need to clear the out_stack. Here is the corrected code:\n\n```python\nclass Queue:\n    def __init__(self):\n        self.in_stack = []\n        self.out_stack = []\n    \n    def enqueue(self, item):\n        self.in_stack.append(item)\n    \n    def dequeue(self):\n        if not self.out_stack:\n            while self.in_stack:\n                self.out_stack.append(self.in_stack.pop())\n        if not self.out_stack:\n            raise EmptyQueueError\n        return self.out_stack.pop()\n    \n    def peek(self):\n        if not self.out_stack:\n            while self.in_stack:\n                self.out_stack.append(self.in_stack.pop())\n        if not self.out_stack:\n            raise EmptyQueueError\n        return self.out_stack[-1]\n    \n    def is_empty(self):\n        return not self.in_stack and not self.out_stack\n\nclass EmptyQueueError(Exception):\n    pass\n```\n\nOverall, Assistant 2's code was more helpful and closer to a correct implementation. However, both assistants could improve by providing more detailed explanations and comments in their code.", "score": [6.0, 8.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "6FenkFD6ft3WRdxHCHLvvv", "question_id": 67, "answer1_id": "MQJFbH3KoFaSMmPgmK9LPa", "answer2_id": "ganAwetd9VTzEAiTtsskzX", "text": "6 8\n\nAssistant 1:\nStrengths:\n- The explanation of the approach is clear and easy to understand.\n\nWeaknesses:\n- The code is not provided, only the explanation of the approach.\n- The \"found\" flag is mentioned, but it is not clear how it would be implemented in the code.\n- The approach does not account for duplicate elements in the arrays.\n\nSuggestions for improvement:\n- Provide actual code for the given problem statement.\n- Clarify how the \"found\" flag would be used in the code.\n- Consider handling duplicate elements in the arrays.\n\nAssistant 2:\nStrengths:\n- The code is provided and is easy to read.\n- The solution is accurate and efficient.\n- The example usage of the function is helpful.\n\nWeaknesses:\n- The code lacks comments explaining the logic and functionality.\n- The function name uses an escape character (\\) instead of an underscore (_).\n\nSuggestions for improvement:\n- Add comments to the code to explain the logic and functionality.\n- Correct the function name to use an underscore (_) instead of an escape character (\\).", "score": [6.0, 8.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "XK3729wYDvmpRCf34tDfL9", "question_id": 68, "answer1_id": "dBWqryuzG6BHRdPgrWWpbH", "answer2_id": "LG6szQ3cqNRzUjXtZtXG94", "text": "First, I will solve the problem independently:\n\nGiven f(x) = 5x^3 - 2x + 3, we need to find the value of f(2).\n\nf(2) = 5(2)^3 - 2(2) + 3 = 5 * 8 - 4 + 3 = 40 - 4 + 3 = 39\n\nNow, I will examine the problem-solving process of Assistant 1 and Assistant 2.\n\nAssistant 1:\nThe value of f(2) is 1.\n\nAssistant 1 provided an incorrect answer without showing any problem-solving steps.\n\nAssistant 2:\nTo find the value of f(2), we need to substitute 2 for x in the function f(x).\n\nf(x) = 5x^3 - 2x + 3\n\nWhen x = 2, we have:\n\nf(2) = 5(2)^3 - 2(2) + 3 = 5 * 8 - 2 + 3 = 41 - 2 + 3 = 40\n\nAssistant 2 provided a detailed problem-solving process but made an error in the calculation: 5 * 8 - 4 + 3 should be 40 - 4 + 3, which equals 39.\n\nBased on the evaluation, I would give the following scores:\n\nAssistant 1: 1 (Incorrect answer and no problem-solving steps)\nAssistant 2: 8 (Detailed problem-solving process but with a minor calculation error)\n\nAssistant 2 performed better than Assistant 1.", "score": [1, 8], "reviewer_id": "gpt-4-0328-math", "metadata": {}}
+{"review_id": "f68KKW2RJoZTVSnw49YSNe", "question_id": 69, "answer1_id": "W74byrCbE7XiJWjcPTZS7x", "answer2_id": "LHMnXGbSZubeZJcr5fgrte", "text": "First, let's solve the problem independently:\n\n3x + 10 = 5(x - 2)\n3x + 10 = 5x - 10\n10 + 10 = 5x - 3x\n20 = 2x\nx = 10\n\nNow, let's examine the problem-solving process of Assistant 1 and Assistant 2:\n\nAssistant 1:\nx = 6\n\nAssistant 1 directly provided the answer without any explanation. The answer is incorrect.\n\nAssistant 2:\n1. Simplify the left-hand side (LHS) of the equation by moving all the terms to one side and the numbers to the other: 3x + 10 = 5x - 10\n2. Combine the terms on the left-hand side by subtracting 5x from both sides: 3x = -5x\n3. Simplify the left-hand side by dividing both sides by 3: x = -5/3\n4. Take the natural logarithm of both sides to get the solution in terms of the natural logarithm base e: ln|x| = ln|-5/3| = -5/3 ln|e| = -5/3 ln(1.414) = -5/3 ln(1.414) = -5/3 ln(1 + 1/1.414) = -5/3 ln(1.414)\n5. Exponentiate both sides to get the solution in terms of e: x = e^(-5/3)\n6. Rearrange the solution to get x in terms of Euler's number: x = e^(-5/3) = 1/1.414^(-5/3) = 0.5877\n7. Round the solution to the desired number of decimal places: x = 0.5877\n\nAssistant 2's steps are incorrect starting from step 2. The correct step 2 should be subtracting 3x from both sides: 10 = 2x. The rest of the steps are not applicable to this problem.\n\nScores:\nAssistant 1: 1 (Incorrect answer, no explanation)\nAssistant 2: 3 (Incorrect answer, incorrect steps)\n\nBoth assistants performed poorly, but Assistant 2 provided a more detailed explanation, even though it was incorrect.", "score": [1, 3], "reviewer_id": "gpt-4-0328-math", "metadata": {}}
+{"review_id": "5uv8eKWqXyF5mnNtY94s8f", "question_id": 70, "answer1_id": "7WC5quGKdv8hADCxWaWZ57", "answer2_id": "TGENVWL5iAYi4NCf5jAzKy", "text": "First, let's solve the problem independently:\n\nWe have two points (2, -2) and (10, 4). To find the length of the line segment, we can use the distance formula:\n\ndistance = sqrt((x2 - x1)^2 + (y2 - y1)^2)\n\nPlugging in the values:\n\ndistance = sqrt((10 - 2)^2 + (4 - (-2))^2)\ndistance = sqrt(8^2 + 6^2)\ndistance = sqrt(64 + 36)\ndistance = sqrt(100)\ndistance = 10\n\nNow, let's evaluate the answers provided by Assistant 1 and Assistant 2:\n\nAssistant 1:\nThe length of the line segment is 8 units.\n\nThis answer is incorrect.\n\nAssistant 2:\nThe length of the line segment is 17.973.\n\nThis answer is also incorrect.\n\nNow, let's assign scores to Assistant 1 and Assistant 2:\n\nAssistant 1: The answer is incorrect, and there is no explanation of the problem-solving process. Therefore, the score is 1.\n\nAssistant 2: The answer is incorrect, but the problem-solving process is mostly correct except for the calculation of (10 - 2)^2 + (4 - (-2))^2, which should be 8^2 + 6^2 instead of 18^2 + 4^2. Therefore, the score is 5.\n\nIn conclusion, the scores are (1, 5) for Assistant 1 and Assistant 2, respectively. Assistant 2 performed better, but both assistants provided incorrect answers.", "score": [1, 5], "reviewer_id": "gpt-4-0328-math", "metadata": {}}
+{"review_id": "EgDTYCXZFp72ZuZcCV6duW", "question_id": 71, "answer1_id": "AZER7D3RKZ9F9SXHiMjdqM", "answer2_id": "kc9oytarvqyNVVfGZz93EL", "text": "9 10\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate responses to the user's request for a formal email proposing a joint venture. Assistant 1 provided a concise and clear template that can be easily adapted by the user. Assistant 2, on the other hand, provided a more detailed and comprehensive email, including specific information about the proposed joint venture, such as the creation of a new company and the sharing of profits and losses. This level of detail may be more useful for the user, as it provides a more complete picture of the proposed partnership. Therefore, Assistant 1 receives a 9 and Assistant 2 receives a 10.", "score": [9.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "oM8FHcZ8kPbM7tGizHcwJv", "question_id": 72, "answer1_id": "MSrdDafr77UvSHCnsPMSP3", "answer2_id": "NxstpvVEnGMny3jECtvrw2", "text": "8 9\nBoth assistants provided helpful and relevant resignation letter templates. Assistant 1's response was concise and to the point, while Assistant 2's response was more detailed and included additional information about the reason for leaving, the transition process, and expressing gratitude for the friendships and connections made. Assistant 2's response was slightly more comprehensive, which is why it received a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "MzXdFKJbsMqVstCvErzqWL", "question_id": 73, "answer1_id": "hxkjUkDkXhGP78Vo74B4WE", "answer2_id": "XN9NBpeQJiQqGT5UYkys7N", "text": "8 10\nAssistant 1 provided a helpful and relevant response by outlining the general structure and content of a formal letter of recommendation. However, Assistant 2 went above and beyond by providing a detailed and well-structured example of a formal letter of recommendation, which is more useful for someone looking to write such a letter. Assistant 2's response was more accurate and detailed, making it the better choice in this case.", "score": [8.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "CxW72r26HgPCsswHbNuYG5", "question_id": 74, "answer1_id": "hv9jpG9PxeJ9AnFdNzH3Jv", "answer2_id": "3qMqAZcfHUVUTEJnMXT8Pw", "text": "8 9\nBoth assistants provided relevant and helpful responses to the user's question. Assistant 1's response was well-written and conveyed excitement about the new software solution. However, Assistant 2's response was more detailed and included specific features of the software, which made it more informative and compelling. Assistant 2 also provided a clear call-to-action for scheduling a demo and contacting the company. Overall, Assistant 2's response was more effective in terms of providing information and engaging the reader.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "3e75hkdfKi7hwXZs2ivgHv", "question_id": 75, "answer1_id": "X5BVHT5pFpWxB88SzERrEG", "answer2_id": "hMXjd228Mc8pnc7zgd2frG", "text": "7 10\nAssistant 1 provided a brief and generic apology, but it lacked important details such as addressing the customer by name, providing a subject line, and offering contact information for further concerns. Assistant 2, on the other hand, provided a well-structured and detailed email, including a subject line, addressing the customer by name, and offering contact information. The response from Assistant 2 was more helpful, relevant, and accurate, which is why it receives a higher score.", "score": [7.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "Agvs9JSySKiqaGQ8sL7uD9", "question_id": 76, "answer1_id": "Af2SufKwvDBriNXnZX9UoP", "answer2_id": "gUEd9nNepqy8nsfbypscHx", "text": "7 9\nAssistant 1 provided a brief overview of the video's content but did not provide a script for the YouTube video as requested. Assistant 2, on the other hand, provided a more detailed and structured script that covered the history, cultural significance, and influence of jazz music. Assistant 2's response was more helpful, relevant, and accurate, which is why it received a higher score.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "oVeEakhRwe8muRqEj7cxBy", "question_id": 77, "answer1_id": "HVnqVdSGRwQfqSsiYxtTTn", "answer2_id": "nZZyn3SAvU8T2BVR73LMHC", "text": "7 10\nAssistant 1 provided a brief overview of the travel blog post but did not actually compose the blog post as requested, resulting in a lower score. Assistant 2, on the other hand, composed a detailed and engaging travel blog post about a recent trip to Hawaii, highlighting cultural experiences and must-see attractions, which fully addressed the user's request, earning a higher score.", "score": [7.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "SkBRcfmYdX6ob8iV3FoCzW", "question_id": 78, "answer1_id": "8hcmmjzyMyhFJ8ZwqJJfvw", "answer2_id": "YM4qjUM5VfmWnzM3HXRB4G", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided captivating movie reviews for recently released science fiction films. Assistant 1's review of \"The Future is Blue\" was engaging and discussed the plot, characters, and special effects. However, it could have provided more details about the cast and the specific aspects of the special effects. Assistant 2's review of \"Beyond the Horizon\" was slightly more detailed, discussing the cast, their roles, and the unique personalities of the characters. Additionally, Assistant 2's review was more immersive, using phrases like \"transport you to a world beyond our own\" and \"interstellar adventure.\" Overall, both reviews were helpful and relevant, but Assistant 2's response was more detailed and captivating.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "8bP4D7to6FqqtUz7MVnc4z", "question_id": 79, "answer1_id": "CU6gGfJqQmwZNxEG2n2Uda", "answer2_id": "WcbzNkzu5q66QkK92NxmGB", "text": "8 10\nAssistant 1 provided a general overview of the podcast structure, touching on the main points of discussion. However, Assistant 2 went a step further by providing a more detailed and well-structured script, including an opening, segment breakdown, and closing. Assistant 2's response was more helpful, relevant, and detailed, making it easier for the user to follow and implement the script for their podcast episode.", "score": [8.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "8MTGoSASS9dAp9UQwcSZ6p", "question_id": 80, "answer1_id": "5SWbCoLV6NRrq5RtWQK4jp", "answer2_id": "Tfm4f2mbpKJsa8MT6exs8D", "text": "8 10\nBoth assistants provided relevant and detailed responses to the question. Assistant 1 gave a brief but engaging review of the symphony concert, touching on the orchestra's performance, the conductor's passion, and the audience's experience. However, Assistant 2 provided a more comprehensive review, discussing specific pieces played, the conductor's leadership, and the emotional impact of the performance. Assistant 2's response also included more vivid descriptions of the orchestra's sound and the audience's reaction, making it a more informative and engaging review.", "score": [8.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
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+++ b/llava/eval/table/review/review_bard_vicuna-13b.jsonl
@@ -0,0 +1,80 @@
+{"review_id": "4CeMvEQyE6fKMJwvSLY3P4", "question_id": 1, "answer1_id": "3oW4JY265ZPJGTYi2CgRYF", "answer2_id": "cV4zXygaNP6CXEsgdHMEqz", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question about improving time management skills. Assistant 1's response was slightly more detailed, offering a few more tips and a more comprehensive approach to the topic. Assistant 2's response was also helpful and provided valuable advice, but it was slightly less detailed and did not cover as many aspects as Assistant 1's response. Both assistants did a great job, but Assistant 1's answer was more thorough and complete.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "Y7PYc8sPHpCNzz3ZbYRSSy", "question_id": 2, "answer1_id": "CtDuDqypbL958TQork7v54", "answer2_id": "3zpPUeoVsPWXtKMV7cAhZ6", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, accurate, and detailed responses to the question about effective ways to deal with stress. Both assistants covered essential points such as exercise, healthy diet, sleep, talking to someone, relaxation techniques, and seeking professional help. Assistant 1 mentioned taking a break, while Assistant 2 discussed time management, mindfulness, and social support. Both responses complement each other and provide valuable information for managing stress. Therefore, they both receive a score of 9.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "mykCkmptr8smB9EHpa5p3v", "question_id": 3, "answer1_id": "jqb5c6eBeyVTFo7SsqxqHA", "answer2_id": "6xpiZJE4vxxGqjRogPfBk7", "text": "9 8\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information about the differences between Python and JavaScript. Assistant 1's response was more detailed and organized, covering a wider range of differences, such as typing, standard libraries, and execution methods. Assistant 2's response also covered important differences, but it was slightly less comprehensive and had a small inaccuracy regarding JavaScript being a statically typed language, which is not true, as JavaScript is dynamically typed. Overall, both responses were informative, but Assistant 1's answer was more precise and complete.", "score": [9.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "oY8uafD9mxTZUaXPcqbML5", "question_id": 4, "answer1_id": "P5rC8W6gTuD4aY6HR5HQj9", "answer2_id": "abitTVu2Dz8rdMxyThvFyJ", "text": "9 8\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate tips for increasing productivity while working from home. Assistant 1's response was more detailed, providing a list of 10 tips, while Assistant 2 provided 7 tips. Both assistants covered essential points such as setting up a dedicated workspace, taking breaks, and eliminating distractions. Assistant 1 went a step further by mentioning goal-setting, tracking progress, and being patient, which adds value to the response. Assistant 2's response was still helpful and relevant, but slightly less comprehensive than Assistant 1's.", "score": [9.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "dx2DdmmECCVayXHmgGCeDC", "question_id": 5, "answer1_id": "3uaqwfbwxtyDdqB8UVN3jM", "answer2_id": "UMZod8JaWia9KB2EVXdYrF", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information about the basics of quantum computing. Assistant 1's response was slightly more detailed, covering key concepts like superposition and entanglement, as well as providing a clear explanation of qubits, quantum gates, and quantum algorithms. Assistant 2's response was also informative, but it focused more on the different approaches to building quantum computers, which was not specifically asked for in the question. Both responses were useful, but Assistant 1's answer was more comprehensive and directly addressed the question, which is why it receives a slightly higher score.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "GCdusGJ8SwdTgNXtAbsDob", "question_id": 6, "answer1_id": "HTRJ5q97DrgzoSofxkgedz", "answer2_id": "WXRCqF34f4UUJzd3xbgAqT", "text": "9 8\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information regarding the differences between plant-based and animal-based protein sources. Assistant 1 provided a more detailed response, discussing the amino acid profiles, nutritional benefits, and health implications of both types of protein sources. Assistant 2 also provided valuable information, but the response was slightly less detailed and focused more on sustainability, ethical considerations, and cost. Both responses were informative, but Assistant 1's answer was more comprehensive and detailed, which is why it receives a slightly higher score.", "score": [9.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "JDyKyTyaawWLZ7BRAXDF5X", "question_id": 7, "answer1_id": "EhhyKNc3m8c9tnxm8uPfmt", "answer2_id": "JREJbG5ZKXCNMoWoiJQxbC", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information on how to develop critical thinking skills. Assistant 1 provided a more structured list of tips, which made it easier to follow and understand. Assistant 2 also provided valuable tips, but the list was not as clearly structured. Both assistants covered similar points, such as asking questions, being aware of biases, and seeking diverse viewpoints. Assistant 1 mentioned practicing regularly, while Assistant 2 emphasized taking breaks and reflecting, which are both important aspects of developing critical thinking skills. Overall, both responses were informative and helpful, but Assistant 1's response was slightly more organized and easier to follow.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "C9yzkczwF2CxkXdY3MobUM", "question_id": 8, "answer1_id": "JQXPknRQd24NUPKZxi6RNf", "answer2_id": "mmVwmX6TGJ2Y72gCNac4EQ", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided relevant and accurate answers to the question, addressing major challenges faced by the education sector today. Assistant 1 focused more on challenges within the context of schools, while Assistant 2 provided a broader perspective, including global challenges and issues related to curriculum development and sustainability. Assistant 2's answer was slightly more comprehensive and detailed, which is why it received a higher score. However, both answers were helpful and informative.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "jZiBSzNUueinzWJdnpGnQm", "question_id": 9, "answer1_id": "Lb3C2xQKdLCqFj4v3rmaof", "answer2_id": "DMTZyzd4rRAFV43xtBJ9ns", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question about the primary factors that influence consumer behavior. Assistant 1 provided a clear and well-organized response, with examples for each factor, making it easier for the reader to understand the concepts. Assistant 2 also provided a detailed response, covering similar factors but with the addition of marketing factors and product/service factors. However, Assistant 2's response could have been improved with the inclusion of examples, similar to Assistant 1. Overall, both assistants performed well, but Assistant 1's response was slightly better due to the inclusion of examples and a more organized structure.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "fFMtZUKdXvBXus66ccinKv", "question_id": 10, "answer1_id": "DhuZJtL3jhnrsTBvDct9oV", "answer2_id": "dETAsj4xHnUCSTkZezz8aM", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information on conflict resolution strategies in the workplace. Assistant 1's response was slightly more detailed, including a wider range of strategies such as time-out and arbitration, which were not mentioned by Assistant 2. Assistant 2's response was also helpful and relevant, but it did not cover as many strategies as Assistant 1. Both assistants provided clear explanations of the strategies they mentioned, making it easy for the user to understand and apply the information.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "fgFeMYHm6fQNv9wpaj8uQG", "question_id": 11, "answer1_id": "mDSj4BKim2eANUnEjW7xBm", "answer2_id": "C8ksZxg3LshMUWiLxPanbt", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1's response was slightly more detailed, with a clearer distinction between the environmental and health impacts of single-use plastic bottles and the benefits of reusable bottles. Assistant 2 also provided a good response, but the structure was less clear, and some points were repeated in different sections. Overall, both assistants provided valuable information, but Assistant 1's response was more organized and comprehensive.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "o6ptY7g5g9F3oeZf9wKNVs", "question_id": 12, "answer1_id": "MnkceSK7WwyXqAhbuKVYX7", "answer2_id": "NeHhRc5P5uAU8eWSJBRkhG", "text": "9 8\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1's response was slightly more detailed and organized, covering a wider range of factors such as affordability, convenience, safety, and sustainability. Assistant 2's response was also informative, but it did not mention sustainability and integration with other transportation options. Both assistants provided valuable information, but Assistant 1's answer was more comprehensive, which is why it receives a slightly higher score.", "score": [9.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "7TRs4oVPcVxXc6gMQefJbq", "question_id": 13, "answer1_id": "EsyaBVpTN8BGbTSiFMnZUF", "answer2_id": "KAJ7UVwu8oCKyxZj9j82pm", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1's response was slightly more detailed and organized, with a clear distinction between fiscal and monetary policies and their respective uses during a recession. Assistant 1 also touched upon the debate between the use of fiscal and monetary policies, adding depth to the answer. Assistant 2's response was also informative and accurate, but slightly less detailed and organized compared to Assistant 1. Both assistants provided valuable information, but Assistant 1's response was more comprehensive and well-structured.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "FYNEME2oyvHjL2LT8Syw6t", "question_id": 14, "answer1_id": "dX8M752A6tzqLg9KhwgG5p", "answer2_id": "NnWfaeRe8PmitgmV4u5fY8", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 provided a clear explanation of how language and cultural barriers affect communication and relationships in multicultural societies, as well as some suggestions for overcoming these barriers. Assistant 2 also provided a clear explanation, focusing on specific aspects such as language, cultural norms, stereotypes, prejudice, and power dynamics. Assistant 2's answer was slightly more detailed and comprehensive, which is why it received a higher score. Both assistants did a good job in addressing the question, but Assistant 2's response was more in-depth and covered a wider range of factors that can affect communication and relationships in multicultural societies.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "m9uQkWFCbpPzeY3DWpabXd", "question_id": 15, "answer1_id": "dzwhq5XbaEBVpargyczz9B", "answer2_id": "WiGpqKRRwWonwgU95piNNc", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate responses to the question. Assistant 1 provided a slightly more detailed response, with clear examples of how AI can be used in healthcare, such as diagnosing diseases, treating diseases, monitoring patients, and providing administrative support. Assistant 2 also provided a good response, covering similar points, but with slightly less detail and fewer specific examples. Both responses were well-structured and informative, but Assistant 1's response was slightly more comprehensive, which is why it received a higher score.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "U6SwUYVNiN3v9F3LyFWSJA", "question_id": 16, "answer1_id": "8zqxUtHxgtoHBkbf2bkqNW", "answer2_id": "iangiZeex5ndxAXnWMrxBW", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, accurate, and detailed responses to the question. They both explained the process of gene editing using CRISPR-Cas9 technology, discussed potential applications, and addressed ethical implications. The responses were well-structured and covered the main aspects of the topic, making it difficult to differentiate between the two in terms of overall performance.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "hd3g9747kGPYxTRP4uHZfj", "question_id": 17, "answer1_id": "WJc37t4n5PqmKKS3V4eMG2", "answer2_id": "XnMRLphzYQX4QRNht7tbui", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, accurate, and detailed responses to the question. They both explained how vaccinations work to protect individuals and communities from infectious diseases and described the concept of herd immunity. Both responses mentioned the importance of vaccinations for protecting vulnerable populations, such as young children, pregnant women, and people with certain medical conditions. The slight differences in their explanations do not warrant a difference in their scores, as both responses are informative and valuable.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "FXVS7QPg3oTcLEhdpC4426", "question_id": 18, "answer1_id": "CvVLf8FgoHywJy8j8JJ4qL", "answer2_id": "HZc37bwy646mRzbqSsDAob", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 gave a good overview of the influence of social media platforms on news consumption and sharing, as well as the potential implications for the spread of misinformation. However, Assistant 2 provided a more detailed and structured response, listing specific ways in which social media platforms influence news consumption and sharing, and elaborating on the potential implications for the spread of misinformation. This made Assistant 2's response slightly more informative and easier to follow, resulting in a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "fHksJvMWcNVHE2gkWLhUqk", "question_id": 19, "answer1_id": "P5rytR6vTJjxgWxRoxT3vX", "answer2_id": "iJrMatLrMdJyyqMx9uJ45a", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. They both discussed the influence of cultural, social, and economic factors on people's food choices and provided examples of how these factors can affect food choices. Both assistants also discussed how this knowledge can be used to promote healthier diets through targeted interventions, policies, and individual actions. The level of detail in both responses is sufficient to provide a clear understanding of the topic. Therefore, both assistants receive a score of 9.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "ZkFeTQDFEpTsvxZdVAYpRv", "question_id": 20, "answer1_id": "5biCd7QRZP6rquaz8eC9Vm", "answer2_id": "oVEHqDnDTEADZSFfKgFTZd", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, accurate, and detailed responses to the question. They both explained the process of natural selection and how it contributes to the evolution and adaptation of species. Both assistants covered the key principles of natural selection, such as variation, differential reproduction, heredity, and the resulting changes in populations over time. The examples provided by Assistant 1 (giraffes and fish) and the additional point about stabilizing mechanisms by Assistant 2 added value to their respective answers. Overall, both assistants demonstrated a strong understanding of the topic and provided informative and comprehensive answers.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "GCoFg2g9EbRdJwgKUbZ6MF", "question_id": 21, "answer1_id": "363RwB6kr8nV6qFNdjXZnS", "answer2_id": "WLAj4u59bj2oEXzahF79ek", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate responses to the question. Assistant 1 gave a clear and concise introduction, mentioning the knight's lord and the purpose of attending the banquet. However, Assistant 2 provided a more detailed and immersive response, capturing the humility and loyalty of a medieval knight while also acknowledging their lineage and dedication to the kingdom. This made Assistant 2's response slightly more engaging and informative, earning it a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "QraPP8QES6Uhc6sTjkSw9o", "question_id": 22, "answer1_id": "gDnYxMu5Dd52xhMqQAJaZP", "answer2_id": "fJPnM2XcRveW2zR4DDaeTb", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided relevant and motivating speeches for a pirate crew to search for hidden treasure. Assistant 1 focused on the potential wealth and luxurious life that the crew could achieve, while Assistant 2 emphasized the spirit of adventure, overcoming challenges, and the crew's ultimate destiny. Assistant 2's response was slightly more engaging and inspiring, which is why it received a higher score. However, both responses were helpful, accurate, and detailed in their approach to the question.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "NNptX6gxfgPqh4F8FFoZin", "question_id": 23, "answer1_id": "kCV5RSrnmmTyv3HA5oU38P", "answer2_id": "fY4Xed6veWpcKfj5krZz8m", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate responses to the user's question. They both created a soliloquy that captures the essence of a Shakespearean character declaring their love. Both soliloquies used poetic language and imagery to express the depth of emotion and love. The level of detail in both responses is sufficient, and both assistants demonstrated a good understanding of the user's question. It is difficult to differentiate their performance, as both provided high-quality answers, so they both receive a score of 9.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "D5bCSqsqxvaC6RNYEVNL29", "question_id": 24, "answer1_id": "CTGLYNAWrWeuCYZAR9bD2r", "answer2_id": "LqFJA2JQbBXP77nkYjtrZK", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 gave a more traditional superhero origin story, involving an accident that led to superpowers, and emphasized the importance of helping others and being inspired by other superheroes. Assistant 2, on the other hand, presented a unique origin story as an advanced artificial intelligence created by scientists, with a focus on intelligence, adaptability, and a strong moral compass. Both answers were detailed and engaging, but Assistant 2's response was slightly more creative and offered a different perspective on what it means to be a superhero, which is why it received a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "SJmVbKB9KZN8KVDQJBTfMm", "question_id": 25, "answer1_id": "Eh5qCENdftYf9JKrBspYna", "answer2_id": "WxCKcRstJPXTXnqEzSX3Hg", "text": "8 9\nBoth assistants provided helpful, relevant, and accurate information about the technological advancements from the year 3000. Assistant 2's response was slightly more detailed and covered a broader range of advancements, such as fusion power, advanced nanotechnology, and quantum computing, which were not mentioned by Assistant 1. Assistant 1's response was still informative and accurate, but Assistant 2 provided a more comprehensive overview of the advancements, which is why Assistant 2 receives a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "hjH8swSeSBQuU69drFK8VE", "question_id": 26, "answer1_id": "M6hCe8Z4JDpt75HZ5PsSWr", "answer2_id": "dgPJ7DvtFHD7mxtRwzM3vW", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate descriptions of the winning play in the final seconds of a championship game. Assistant 1 focused on a football scenario, while Assistant 2 described a basketball situation. Both assistants provided a good level of detail in their responses. However, Assistant 2's response was slightly more engaging and vivid, painting a clearer picture of the emotions and atmosphere surrounding the winning play. This is why Assistant 2 receives a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "Z3BF4pSYekBJCWk5GrKRTB", "question_id": 27, "answer1_id": "QCDsmbALfut5758pyiKvc5", "answer2_id": "ADX83sWvjJkewJX6JmYUzQ", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided relevant and detailed responses to the question. Assistant 1 described a specific dish with its ingredients and preparation, while Assistant 2 focused more on the philosophy behind the dish and the overall experience it provides. Assistant 2's response was more engaging and immersive, which is why it received a slightly higher score. However, both assistants did a good job in portraying a world-famous chef describing their signature dish.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "d7AELTvSCLy9AZU4f9kPgG", "question_id": 28, "answer1_id": "NWUbhwZQCuXsuQimrjQRza", "answer2_id": "ihNG3rwsrt95NDhCAFeSDR", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided relevant and detailed responses to the user's question. Assistant 1 took a more personal and emotional approach, describing the feelings and emotions of a climber reaching the summit of Mount Everest. The description was vivid and engaging, giving the reader a sense of what it might feel like to be in that situation. Assistant 2, on the other hand, took a more objective approach, acknowledging its status as an AI language model and providing a detailed description of the emotions and views a climber might experience at the summit. Assistant 2 also included important information about the risks and challenges associated with climbing Mount Everest, which added value to the response. Both assistants provided helpful and accurate information, but Assistant 2's response was slightly more comprehensive and informative, earning it a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "mozSNXxSeY7asAZQxdj9xV", "question_id": 29, "answer1_id": "VYwSjZrSLW9ZSvqryyjEaB", "answer2_id": "Gmhqf3z4LvVfwPNFJ89BKd", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 gave a more personal and emotional perspective on the daily life of a space colonist on Mars, while Assistant 2 provided a more structured and organized description of daily activities. Assistant 2 also included more details about the Martian day and communication with Earth, which made their response slightly more informative. Both assistants addressed the challenges faced by colonists, but Assistant 2 provided a clearer and more concise list of challenges. Overall, both responses were of high quality, but Assistant 2's answer was slightly more detailed and organized.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "CrmHjPRFNPKCxFgUExqokF", "question_id": 30, "answer1_id": "FA7PXuUbEVGKHaWpxaimy8", "answer2_id": "gSwkKJCn6qDnNZond2xVJ3", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided relevant and detailed responses to the user's question. Assistant 1 focused more on the relationships with allies and their contributions to the character's survival, while Assistant 2 emphasized the character's adaptability and resourcefulness. Assistant 2's response was slightly more comprehensive, as it also mentioned encounters with dangerous characters and the importance of self-preservation, which added depth to the post-apocalyptic scenario. Therefore, Assistant 2 receives a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "fEViribrZXZzE72JCS4P4W", "question_id": 31, "answer1_id": "j5EV5cZNsn9DcF6WsvXRzS", "answer2_id": "8RaBeMjxx2bCp2GKWv7YiP", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. They both offered multiple ways to determine if a restaurant is popular among locals or mainly attracts tourists. Additionally, they both explained why this information might be useful. The level of detail in both responses is sufficient to guide someone in making an informed decision about where to dine. It is difficult to differentiate the quality of the answers, as both assistants covered the necessary points and provided valuable insights.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "4ue6iA4VLVoK9wVzrY2niz", "question_id": 32, "answer1_id": "2eAYCYmwTkPa3ejQDv8LyB", "answer2_id": "C65PZkmAfFfWRs4bPhyKqg", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 listed several examples of behaviors that might indicate someone is pretending to understand a topic, while Assistant 2 focused on specific verbal and non-verbal cues. Assistant 2's answer was slightly more detailed and provided a clearer distinction between the different clues, which is why it received a higher score. However, both answers were informative and useful in understanding the subtle clues that suggest someone is pretending to understand a topic or conversation when they are actually confused or uninformed.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "Muc5dWnrdUfzZZ9VRowc3a", "question_id": 33, "answer1_id": "d562WYnhsvgJ8J6Ubitmvw", "answer2_id": "4so4HTEjgDZKTqNAgkHHQX", "text": "9 8\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1's response was more detailed, covering a wider range of reasons and specific situations where using a paper map or asking for directions might be the best option. Assistant 2's response was also informative, but it did not cover as many reasons or situations as Assistant 1. Both assistants provided valuable information, but Assistant 1's answer was more comprehensive, which is why it receives a slightly higher score.", "score": [9.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "NwMq4vK6vSmnwnJRoMoYeo", "question_id": 34, "answer1_id": "hPMvV6zL2C4qTP4mRmhJwG", "answer2_id": "FCYaiexEzdoLFPAwvTgDDm", "text": "8 9\nBoth assistants provided helpful and relevant information on how to determine if a person is genuinely interested in a conversation or simply being polite. Assistant 1 focused on body language, questions, responses, and trusting one's gut feeling, while Assistant 2 emphasized active listening, engaged body language, personal investment, authenticity, and follow-up. Assistant 2's answer was slightly more detailed and provided clearer examples, which is why it received a higher score. However, both responses were accurate and useful in addressing the user's question.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "C9S29Tffb2mHkjoU22D9bK", "question_id": 35, "answer1_id": "npWNeKceGyqCYaRpY4w54g", "answer2_id": "76EPQDh4ZNxBMGqED9LEFi", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, accurate, and detailed responses to the question. They both listed multiple reasons why someone might prefer to shop at a small, locally-owned business instead of a large chain store, even if the prices are higher. The reasons provided by both assistants were similar, with some overlap, but each assistant also provided unique points. Assistant 1 mentioned the aspect of feeling good about supporting a local family or community, while Assistant 2 brought up the point of prestige. Both responses were well-structured and informative, making it difficult to differentiate their overall performance. Therefore, both assistants receive a score of 9.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "ZkpQT2dTNQjnYyrnNsz3D5", "question_id": 36, "answer1_id": "WVuaK9m8Sedcws27tNu7Ev", "answer2_id": "cvBg3gyCyDuyESof3YXhTE", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate responses to the question. Assistant 1's response was slightly more concise and organized, making it easier to follow. Assistant 2's response was also helpful and detailed, but it had some redundancy in mentioning the reputation of the author and publisher, which the user specifically wanted to avoid relying on. Overall, both assistants provided valuable information and tips for assessing the credibility of a source, but Assistant 1's response was slightly more focused and well-structured.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "8QFw8ef76yDDrwa55PMQ4x", "question_id": 37, "answer1_id": "HLtTf83Y5QRP4TxX6nw5TC", "answer2_id": "kRgfUJ7qqkyZUnLd2fnnaX", "text": "9 8\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 focused on the physiological aspects of why people enjoy being scared, such as the release of endorphins and adrenaline, and also mentioned the sense of control and accomplishment that can come from facing fears. Assistant 2 expanded on this by discussing brain chemistry, life experiences, personality traits, cultural factors, and learning as possible explanations for why people enjoy or avoid being scared. Both assistants provided a good level of detail in their responses. Assistant 1 received a slightly higher score because their answer was more concise and easier to follow, while still covering the main points. Assistant 2's answer was also informative, but it was a bit more complex and could be harder for some readers to digest.", "score": [9.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "k29wLLwg4Axnvsa8FwGVM7", "question_id": 38, "answer1_id": "Fmdtexq6QQNuoqZkZfDURY", "answer2_id": "J3YuizKcHQ74ydNyCcwgwu", "text": "9 8\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1's response was more detailed, providing three specific methods for observing cultural norms and expectations: identifying patterns of behavior, paying attention to reactions to violations of cultural norms, and talking to people about their culture. Assistant 2 also provided a good response, emphasizing the importance of social interactions in learning about cultural norms and expectations, but did not provide as many specific examples or methods as Assistant 1. Therefore, Assistant 1 receives a 9 and Assistant 2 receives an 8.", "score": [9.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "RtLULm2N2vxhVvB5poB6PQ", "question_id": 39, "answer1_id": "WxnC69jTMkyJvcqvMCgCwY", "answer2_id": "abWLpFojLpNPfDGHpuRSUG", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate responses to the question. Assistant 1 provided a clear list of potential benefits and costs of space exploration, as well as mentioning the ethical implications. However, Assistant 2 went a step further by not only discussing the benefits and risks of space exploration but also addressing the benefits and risks of focusing on Earth's problems. This additional information provided by Assistant 2 made the response more comprehensive and balanced, which is why Assistant 2 receives a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "dc2MRMPFttiwmvFkFbiqfi", "question_id": 40, "answer1_id": "npZdTFPRqZfoqzt5YurYEL", "answer2_id": "Ki4fkJvsoSxuQeSoj2AcBG", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 discussed the importance of prioritizing both job creation and technological progress, and provided suggestions on how to mitigate the negative effects of automation on employment. Assistant 2 also emphasized the need to strike a balance between job creation and technological progress, and discussed the importance of policies and programs to address the social and economic impacts of technological progress. Both answers were detailed and well-structured. However, Assistant 2's response was slightly more comprehensive in addressing the potential impacts on jobs and the economy, and the need for policies and programs to mitigate these impacts, which is why it received a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "9adA4k9eHcdXaVNcKQQey6", "question_id": 41, "answer1_id": "iy9aa5sqFeNA2uPQZLpxEz", "answer2_id": "GRQjYgAapNAVqzuZR4KQpf", "text": "7 8\nAssistant 1 provided a detailed response with specific numbers for blinks per minute, hour, day, and year, and an estimate for a lifetime. However, the response did not take into account the variations in blink rates due to factors like age, stress, and illness. Assistant 2 provided a more thorough explanation, considering the time spent awake and asleep, and acknowledged that the blink rate could vary throughout a person's lifetime. Assistant 2's response was more comprehensive and took into account more factors, which is why it received a higher score.", "score": [7.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "XQggwZdH9ihfMvtCaDNmn2", "question_id": 42, "answer1_id": "XAALo4GKWE3QNb7wbkWVNk", "answer2_id": "SB5a2AiK224hB927vkqvYs", "text": "7 9\nAssistant 1 provided a reasonable estimate of the number of atoms in a grain of salt, but the explanation was not very clear and contained some errors in the calculation steps. Assistant 2, on the other hand, provided a more detailed and accurate explanation, taking into account the size of the grain and the elemental composition of the salt. The calculation steps were clearer and more accurate, leading to a more reliable estimate of the number of atoms in a grain of salt. Assistant 2's response was more helpful, relevant, and accurate, with a higher level of detail, which is why it received a higher score.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "LvL4T9rGjgMg68HqsHnPmG", "question_id": 43, "answer1_id": "XRWjLnJNyGNMfktTvWpbRV", "answer2_id": "4XYycBrMiJgYKPof2P6xoe", "text": "7 8\nAssistant 1 provided a clear answer with an estimated number of lightning strikes per day and explained the reasoning behind the occurrence of lightning strikes. However, the explanation lacked information about the factors that can cause variations in the number of strikes, such as weather conditions and location. Assistant 2, on the other hand, provided a more detailed response, explaining the factors that can affect the number of lightning strikes and giving a more accurate estimate. Both assistants were helpful and relevant, but Assistant 2 provided a more comprehensive and accurate explanation, which is why it received a higher score.", "score": [7.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "7w3V3u47cKQiwf2WUmesbQ", "question_id": 44, "answer1_id": "CHeyn9eR3u5eFq99UJ3pbB", "answer2_id": "fpoXWHHdpv7XNBTS2NRY6d", "text": "7 8\nAssistant 1 provided a reasonable estimate of the number of balloons needed to lift a house, but the explanation was not as detailed or step-by-step as requested. Assistant 2, on the other hand, provided a more detailed step-by-step explanation and acknowledged the impracticality of the scenario in real life. Both assistants mentioned the impracticality of the situation, but Assistant 2's response was more thorough and better addressed the user's request for a step-by-step explanation.", "score": [7.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "5WneHShBCG6nbDkXpzNxAU", "question_id": 45, "answer1_id": "kfoNRLCHFucfWcxFBPoJgP", "answer2_id": "GRXWdnzLLzmeZRU67PMTb7", "text": "8 6\nAssistant 1 provided a specific number of text messages sent globally per minute, which was 15,220,700, and cited a source (Domo) for this information. The response also included reasons for the high number of text messages and the expected growth in the future. Assistant 2, on the other hand, focused on the challenges of determining the exact number of text messages sent per minute but did not provide any specific data or estimates. While both responses were relevant and accurate in their own ways, Assistant 1's answer was more helpful and detailed, which is why it received a higher score.", "score": [8.0, 6.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "fUuJVJNRtdkKMKvrebQpLs", "question_id": 46, "answer1_id": "A4sDEGXpWaNVA39uRsDNjB", "answer2_id": "RTxk2jYsjYiiWMwcRjmfwu", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful and relevant answers to the question. Assistant 1 gave a detailed explanation of the factors that can affect the number of words spoken per day and estimated that the average person speaks about 7,000 words per day. However, Assistant 1 did not provide an overall estimate of the total number of words spoken daily on Earth. Assistant 2, on the other hand, provided a step-by-step explanation of how the estimate of 100 billion words spoken daily on Earth was arrived at, which included considering the world population and the average number of words spoken per person per day. Assistant 2 also acknowledged the limitations of the estimate. Therefore, Assistant 2 receives a slightly higher score due to the inclusion of a total estimate and a more structured approach to the explanation.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "9vWUtqZJYaN3mvSgMgHah3", "question_id": 47, "answer1_id": "hUAc6BCs5NuY7tS62PPXbT", "answer2_id": "2J2Et6W8u2kXLTUgfYrPxe", "text": "7 8\nBoth Assistant 1 and Assistant 2 provided relevant and informative answers to the question. Assistant 1 provided a specific number (1 septillion) for the number of snowflakes that fall each year, which is interesting but not necessarily applicable to a \"typical winter\" as the question asked. Assistant 1 also provided some information on the factors that affect snowflake formation and their shapes. Assistant 2, on the other hand, focused more on the factors that influence the number of snowflakes and provided a step-by-step explanation of the process, which was more in line with the question's request. While both answers were helpful and accurate, Assistant 2's response was more relevant and detailed, which is why it receives a slightly higher score.", "score": [7.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "9cL7dFKwuJmU7tGQDbPXvp", "question_id": 48, "answer1_id": "TMtjmb5tDizQ9RETRxpt2s", "answer2_id": "nSGoG9Z5g5VuCXgmQJJKrq", "text": "7 6\nAssistant 1 provided a more detailed response, considering factors such as self-published books and lost or destroyed books. They also provided a wider range of estimates for the total number of pages. However, their estimate of the total number of books ever published (129 million) was significantly higher than Assistant 2's estimate (13 million). Assistant 2's response was more concise and easier to follow, but it did not consider the factors mentioned by Assistant 1. Both assistants acknowledged the impossibility of providing an exact number, but Assistant 1's response was more comprehensive in its reasoning.", "score": [7.0, 6.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "YDnAUmn3rLo2fXnQNMsSWi", "question_id": 49, "answer1_id": "AwQMPhhaJ32ByA3VjKF5Ph", "answer2_id": "ScqJdUq9n5bp9qPv5WPqG5", "text": "7 8\nBoth assistants provided relevant and detailed information in their responses. Assistant 1 gave a clear explanation of the Earth's orbit and its importance for life on Earth. However, the answer contained an incorrect statement about the Earth orbiting the Sun 1 billion times since the first life arose, which contradicts the initial statement of 4.543 billion times. Assistant 2 provided a more accurate and detailed explanation, taking into account the elliptical nature of the Earth's orbit and the average distance between the Earth and the Sun. Assistant 2 also acknowledged the uncertainties in the timing of the emergence of life and variations in the Earth's orbit, making their answer more reliable.", "score": [7.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "SdNHfEHe9iZHKbmYjkC5a4", "question_id": 50, "answer1_id": "UCqxXfMAnqJKbApsjrPFcq", "answer2_id": "GdLFr88pCwsGpfRBRQQkyh", "text": "8 7\nAssistant 1 provided a more detailed response by mentioning specific numbers from the US Copyright Office, Spotify, and Apple Music, which helps to give a better understanding of the scale of recorded songs. Assistant 2, while still providing a relevant response, focused more on the historical aspect of music and the development of recording technology, without providing specific numbers. Both assistants acknowledged the difficulty in estimating the exact number of songs recorded throughout history, but Assistant 1's response was more informative and precise.", "score": [8.0, 7.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "6Tbxuai5ZBjbL7XgsGM59j", "question_id": 51, "answer1_id": "YMRg5Xi9BBvvqqny2tqJZ3", "answer2_id": "Sa7uNEbFGRFuXBAwau8sHS", "text": "8 7\nAssistant 1 provided a more focused and relevant response to the question, discussing the potential impact of the Internet on the Renaissance period in terms of intellectual growth, collaboration, education, and the arts. Assistant 2, while providing some interesting points about the technological context and the possible development of an early form of the Internet, did not directly address the question's focus on the impact of the Internet on the Renaissance period. Both assistants provided accurate information, but Assistant 1's response was more helpful and relevant to the user's question.", "score": [8.0, 7.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "3xXeF3Goc2xSC9RJey8VNz", "question_id": 52, "answer1_id": "fhr7iMPb9SVJ663mXKBuct", "answer2_id": "T6Ar3cAEw3AmVVQTcCPp8N", "text": "8 9\nBoth assistants provided helpful, relevant, and accurate answers to the question. Assistant 1 gave a good overview of the potential consequences of the Aztecs repelling the Spanish conquistadors, but Assistant 2 provided a more detailed response, discussing the potential impact on the Aztec civilization, the spread of European diseases, the economy of Mexico, and the possibility of forming alliances with other indigenous groups. Assistant 2's answer was more comprehensive, which is why it received a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "kGpPxDLcPjpJ8FsaBgWxeb", "question_id": 53, "answer1_id": "4rrmyZw9zhyJGqdrcazFvt", "answer2_id": "KiZQev5JEk2h6JYeQnFmtM", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information regarding the potential consequences of the Black Death not occurring in the 14th century. Assistant 1 focused on the decline of the population, the impact on society, and the changes in the way people lived. Assistant 2, on the other hand, provided a more detailed analysis of the potential demographic, economic, and social changes that could have occurred in the absence of the Black Death, as well as the possibility of other diseases spreading. Assistant 2's response was slightly more comprehensive and detailed, which is why it received a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "BUxwV6k4ktYY3rE7X4wH4B", "question_id": 54, "answer1_id": "Za3mY9xwxpZdPmGW48wtzu", "answer2_id": "cYiyYKKXM3GXkrZHAbX83S", "text": "7 8\nBoth Assistant 1 and Assistant 2 provided relevant and accurate responses to the question. Assistant 1 explored the potential outcomes of Newton focusing on biology, mentioning possible discoveries in medicine, mechanics of the human body, and causes of disease. However, Assistant 1 also considered the possibility that Newton might not have made significant discoveries in biology. Assistant 2 provided a more detailed response, discussing Newton's contributions to other fields and his wide range of interests. Assistant 2 also acknowledged the difficulty in predicting specific contributions without knowing more about Newton's interests in biology. Both responses were helpful, but Assistant 2's answer was more detailed and provided a broader perspective on Newton's scientific achievements, which is why it received a higher score.", "score": [7.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "YS2v2hkjFoUNTRg9UAP67U", "question_id": 55, "answer1_id": "cbAaJS9ULjR4XYSHATujSG", "answer2_id": "PQmMUdAAcBsAWmWaTvdHSU", "text": "8 7\nBoth Assistant 1 and Assistant 2 provided relevant and helpful answers to the question. Assistant 1 focused more on the cultural impact of the Beatles and how their absence might have affected the world, while Assistant 2 provided a list of possible outcomes if the Beatles had never formed. Assistant 1's response was slightly more detailed and touched on the emotional aspect of the Beatles' influence, which is why it receives a higher score. Assistant 2's response was also helpful, but it was more speculative and less detailed in comparison.", "score": [8.0, 7.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "LeebBihTDtAoBf6uEBYdcz", "question_id": 56, "answer1_id": "ZEgb9fvopGo7HF5wPeoeHs", "answer2_id": "PorExChQ9VeYsPJptdgtsB", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 gave a clear explanation of the importance of Turing's work and its impact on the outcome of the war. However, Assistant 2 provided a more nuanced response, discussing the potential alternative strategies and technologies that the Allies might have pursued without Turing's contributions. This additional information and consideration of alternative scenarios make Assistant 2's response slightly more detailed and comprehensive, resulting in a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "W6qgavnMLN53fEy5HvfxhF", "question_id": 57, "answer1_id": "igMXoEiszFM65ZS2KUTvtm", "answer2_id": "249f6dSMwZRZVMmtxv6yDm", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 focused more on the impact on Egypt's economy and national pride, while Assistant 2 discussed the broader implications on international trade, global economic development, and the history of the region. Assistant 2 also mentioned the engineering and technological advancements required for the construction of the canal, which added more depth to the answer. Therefore, Assistant 2 receives a slightly higher score due to the additional details and broader perspective provided.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "VDKdWNYB6NcbkiNA9eWXSJ", "question_id": 58, "answer1_id": "Up4h8RpgVVafBtUj4tiGPZ", "answer2_id": "nxa3m6kiAZwKgcMUBY8KYz", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. They both acknowledged the advanced nature of the Maya civilization and the potential impact it could have had on the world if it had not collapsed. Assistant 1 provided a good overview of the possible outcomes, but Assistant 2 went into more detail about the potential advancements and influence the Maya civilization could have had on other civilizations in the region. Assistant 2 also mentioned the lasting impact of the Maya civilization on the region and their descendants, which adds more depth to the answer. Therefore, Assistant 2 receives a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "3KaALaanGsJQqzvwJFcnBL", "question_id": 59, "answer1_id": "CMg3ypKyykGUzQsDmX7i35", "answer2_id": "DXFvhjCaKqQiBsFDCkXGMT", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 discussed the possibility of other European explorers discovering the Americas and the potential for Chinese or Japanese settlements. Assistant 2 also mentioned the possibility of other European explorers discovering the Americas and focused more on the potential development of indigenous peoples without Columbus's discovery. Assistant 2's response was slightly more detailed and provided a clearer picture of the potential consequences of Columbus not discovering the Americas, which is why it received a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "h2qgd65upfZgKNUFsXgmHi", "question_id": 60, "answer1_id": "WhLiJXznzRBkzxDdnc5ndX", "answer2_id": "BCUK5VcpZK26jMJ2UMgR3E", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate responses to the question. Assistant 1 explored the possibility of Van Gogh's success leading to a different impact on the art world and the potential influence of his tragic story on his art. Assistant 2 focused more on the potential changes in Van Gogh's art and personal life due to success and fame. Both responses acknowledged the impossibility of knowing the exact outcome. Assistant 2's response was slightly more detailed and well-rounded, considering the potential impact of fame and success on Van Gogh's personal life and art direction, which is why it received a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "WtY3uzgQLem7SJMRtmBuqc", "question_id": 61, "answer1_id": "Vzmhr5RMndkR866p4pUef6", "answer2_id": "JHTKBrLVTp7bv5zW2uwYVW", "text": "4 9\n\nAssistant 1:\nStrengths:\n- Polite and friendly response.\n\nWeaknesses:\n- Did not provide any code or solution to the given problem.\n- Misunderstood the task and offered unrelated services.\n\nSuggestions for improvement:\n- Focus on understanding the task and providing a relevant solution.\n- If unsure about the task, ask for clarification before providing an unrelated response.\n\nAssistant 2:\nStrengths:\n- Provided a working C++ program that solves the given problem.\n- Clear and concise comments explaining the code's logic and functionality.\n- Proper coding standards and best practices were followed.\n\nWeaknesses:\n- The program only counts lines containing the search string, not the actual number of occurrences of the word.\n\nSuggestions for improvement:\n- Modify the program to count the actual number of occurrences of the word in the file, not just the lines containing the word.\n- Consider handling edge cases, such as different letter cases or punctuation marks surrounding the search string.", "score": [4.0, 9.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "nnHxzRSqsuXx8A2hG2QZmE", "question_id": 62, "answer1_id": "jPrfhv9oaZGrkXxDUw5Vbt", "answer2_id": "jyzD2deb9JAffRhhkk37r5", "text": "8 4\n\nAssistant 1:\nStrengths:\n- The code is well-structured and easy to read.\n- The algorithm is efficient with a time complexity of O(nm) and space complexity of O(mn).\n- The code correctly implements the given problem statement.\n\nWeaknesses:\n- The code lacks comments to explain the logic and functionality.\n\nSuggestions for improvement:\n- Add comments to explain the logic and functionality of the code.\n\nAssistant 2:\nStrengths:\n- The code includes comments that explain the code's logic and functionality.\n\nWeaknesses:\n- The code is less efficient than Assistant 1's code.\n- The code does not correctly implement the given problem statement. The initialization of the dp table is incorrect, and the logic for filling in the table is also incorrect.\n- The code is less readable and structured compared to Assistant 1's code.\n\nSuggestions for improvement:\n- Correct the initialization of the dp table by setting the first row and column to 0 instead of float('inf').\n- Correct the logic for filling in the table by following the dynamic programming approach used in Assistant 1's code.\n- Improve the code structure and readability by following the style used in Assistant 1's code.", "score": [8.0, 4.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "N6SA5JgsXewWz7hda37xer", "question_id": 63, "answer1_id": "KdZNrf6udTfCxGGcQxRbXk", "answer2_id": "jPGHEfp7FxhDyvRA6qEN3j", "text": "7 8.5\n\nAssistant 1:\nStrengths:\n- The code is simple and easy to understand.\n- The function is well-structured and returns a boolean value.\n\nWeaknesses:\n- The regular expression contains unnecessary spaces, which may cause issues in matching valid email addresses.\n- The regular expression does not cover all valid email address formats (e.g., special characters in the username).\n- There are no comments explaining the regular expression or the function.\n\nSuggestions for improvement:\n- Remove the spaces in the regular expression.\n- Update the regular expression to include more valid email address formats.\n- Add comments to explain the regular expression and the function.\n\nAssistant 2:\nStrengths:\n- The code is well-structured and easy to understand.\n- The regular expression covers a wider range of valid email address formats.\n- There are comments explaining the regular expression and the code.\n\nWeaknesses:\n- The regular expression does not cover all valid email address formats (e.g., special characters in the username).\n- The code does not include a function to check the email address, making it less reusable.\n\nSuggestions for improvement:\n- Update the regular expression to include more valid email address formats.\n- Encapsulate the email validation code in a function for better reusability.", "score": [7.0, 8.5], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "LKFYJtdK3e6mujtw8wSjdH", "question_id": 64, "answer1_id": "AFzqAfbYVL25DBqFA2cv4G", "answer2_id": "Ra9eTcAuNZPkPRnaHiQrak", "text": "7 4\n\nAssistant 1:\nStrengths:\n- The code is well-structured and easy to read.\n- The dynamic programming approach is implemented correctly, using a table to store the results of previously solved subproblems.\n- The comments are clear and concise, explaining the logic and functionality of the code.\n\nWeaknesses:\n- The code does not handle the case when n = 0 or n = 1, which would result in an IndexError.\n- The code could be more efficient by using a memoization table with only two elements instead of a list of size n.\n\nSuggestions for improvement:\n- Add a condition to handle the cases when n = 0 or n = 1.\n- Use a memoization table with only two elements to save memory.\n\nAssistant 2:\nStrengths:\n- The code initializes a memoization table, which is a good start for a dynamic programming approach.\n\nWeaknesses:\n- The code does not actually use the memoization table, resulting in a less efficient solution.\n- The code does not handle the case when n = 0, which would result in an IndexError.\n- The comments are not as clear and concise as they could be, and they do not accurately describe the code's logic and functionality.\n\nSuggestions for improvement:\n- Implement the dynamic programming approach correctly by using the memoization table to store the results of previously solved subproblems.\n- Add a condition to handle the cases when n = 0 or n = 1.\n- Improve the comments to accurately describe the code's logic and functionality.", "score": [7.0, 4.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "MqumN4WHxBeQzbHE8XzKEc", "question_id": 65, "answer1_id": "Lt56JzWfXBxbvxrLf4fn3t", "answer2_id": "5mbEFLEnEx8Cm2wEF8WAbM", "text": "9 9\n\nBoth Assistant 1 and Assistant 2 provided correct and efficient implementations of the binary search algorithm. Their code is readable and well-structured. The time complexity of both implementations is O(log n), which is optimal for this problem.\n\nStrengths:\n- Both implementations are correct and follow the binary search algorithm.\n- The code is readable and well-structured in both submissions.\n- Both assistants provided a brief explanation of the algorithm and its time complexity.\n\nWeaknesses:\n- Assistant 1's implementation requires the user to provide low and high indices, which might be confusing for some users. Assistant 2's implementation is more user-friendly as it only requires the array and the target value as input parameters.\n- Neither assistant provided comments within the code to explain the logic and functionality. While the code is relatively simple and self-explanatory, adding comments would be helpful for users who are less familiar with the algorithm.\n\nSuggestions for improvement:\n- Assistant 1 could improve their implementation by removing the need for the user to provide low and high indices, similar to Assistant 2's implementation.\n- Both assistants should consider adding comments within the code to explain the logic and functionality, making it easier for users to understand the algorithm.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "ctTXTd9FC8vjGP9xFf6Gyb", "question_id": 66, "answer1_id": "bmaShWUyEqPE6kbHD6FjLk", "answer2_id": "KLbBzjbuwq4agAESQ9Wfpq", "text": "8 5\n\nAssistant 1:\nStrengths:\n- The implementation is correct and efficient.\n- The code is easy to read and understand.\n- The use of `__len__`, `__iter__`, and `__contains__` methods is a nice addition, making the class more versatile.\n\nWeaknesses:\n- The code lacks comments explaining the logic and functionality of the methods.\n\nSuggestions for improvement:\n- Add comments to explain the logic and functionality of the methods.\n\nAssistant 2:\nStrengths:\n- The code is readable and easy to understand.\n\nWeaknesses:\n- The implementation is incorrect. The `dequeue` method does not follow the logic of using two stacks to implement a queue.\n- The `enqueue` method clears the `out_stack`, which is unnecessary and inefficient.\n- The `peek` method returns the last item in the `in_stack`, which is not the front of the queue.\n- The `is_empty` method checks only the `in_stack`, which may lead to incorrect results if there are items in the `out_stack`.\n- The custom `EmptyQueueError` exception is not used effectively.\n\nSuggestions for improvement:\n- Correct the `dequeue` method to follow the logic of using two stacks to implement a queue.\n- Remove the unnecessary clearing of the `out_stack` in the `enqueue` method.\n- Modify the `peek` method to return the correct item at the front of the queue.\n- Update the `is_empty` method to check both stacks.\n- Use the `EmptyQueueError` exception effectively, or remove it if not needed.", "score": [8.0, 5.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "KoNz6J6gsCr6AgwW9rdyvK", "question_id": 67, "answer1_id": "hiSVom5YqSrKZKor8CjHdU", "answer2_id": "ganAwetd9VTzEAiTtsskzX", "text": "6 5\n\nAssistant 1:\nStrengths:\n- The code is well-structured and easy to read.\n- The function has a clear docstring that explains its purpose, arguments, and return value.\n- The code uses a set to store the common elements, which ensures that duplicates are not included in the result.\n\nWeaknesses:\n- The problem statement specifically asked not to use any extra data structures, but the code uses a set.\n- The algorithm has a time complexity of O(n^2), which can be slow for large arrays.\n\nSuggestions for improvement:\n- To avoid using extra data structures, you can modify the code to directly print the common elements instead of storing them in a set.\n\nAssistant 2:\nStrengths:\n- The code follows the problem statement's requirement of not using any extra data structures.\n- The code is simple and easy to understand.\n\nWeaknesses:\n- The code does not include any comments or a docstring, which makes it harder for others to understand the purpose and functionality of the function.\n- The algorithm has a time complexity of O(n^2), which can be slow for large arrays.\n- The code does not handle duplicate elements in the input arrays, which may lead to duplicate common elements in the result.\n\nSuggestions for improvement:\n- Add comments and a docstring to the function to explain its purpose, arguments, and return value.\n- To handle duplicate elements, you can add a condition to check if the common element is already in the result list before appending it.", "score": [6.0, 5.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "m6AC23LQ8JYijV3GtsHskU", "question_id": 68, "answer1_id": "JRHeURg4TrVAgWNp5yqjFx", "answer2_id": "LG6szQ3cqNRzUjXtZtXG94", "text": "First, I will solve the problem independently:\n\nf(x) = 5x^3 - 2x + 3\nf(2) = 5(2)^3 - 2(2) + 3 = 5(8) - 4 + 3 = 40 - 4 + 3 = 39\n\nNow, I will evaluate the problem-solving process of Assistant 1 and Assistant 2:\n\nAssistant 1:\nf(2) = 5(2)^3 - 2(2) + 3 = 40 - 4 + 3 = 39\nThe steps and the final answer are correct.\n\nAssistant 2:\nf(2) = 5(2)^3 - 2(2) + 3 = 5 * 8 - 2 + 3 = 41 - 2 + 3 = 40\nThe steps are incorrect, and the final answer is wrong.\n\nScores:\nAssistant 1: 10\nAssistant 2: 4\n\nAssistant 1 performed better because they provided the correct steps and final answer, while Assistant 2 made mistakes in their calculations.", "score": [10, 4], "reviewer_id": "gpt-4-0328-math", "metadata": {}}
+{"review_id": "34uzSiz6E2mtCxcqmAUF9P", "question_id": 69, "answer1_id": "hZwFKeRYBLKihBEWSEGMYJ", "answer2_id": "LHMnXGbSZubeZJcr5fgrte", "text": "First, I will solve the problem independently:\n\n3x + 10 = 5(x - 2)\n\nDistribute the 5 on the right-hand side of the equation:\n\n3x + 10 = 5x - 10\n\nSubtract 3x from both sides:\n\n10 = 2x - 10\n\nAdd 10 to both sides:\n\n20 = 2x\n\nDivide both sides by 2:\n\nx = 10\n\nNow, I will evaluate the answers provided by Assistant 1 and Assistant 2.\n\nAssistant 1:\n\nThe steps provided by Assistant 1 are correct, and the final answer of x = 5 is accurate.\n\nAssistant 2:\n\nThe steps provided by Assistant 2 are incorrect. The assistant made an error in step 2 by subtracting 5x from both sides, resulting in 3x = -5x, which is incorrect. The correct step should be subtracting 3x from both sides, resulting in 2x = 20. The rest of the steps are also incorrect due to this initial error.\n\nScores:\n\nAssistant 1: 10\nAssistant 2: 1\n\nAssistant 1 performed better and provided the correct solution to the equation.", "score": [10, 1], "reviewer_id": "gpt-4-0328-math", "metadata": {}}
+{"review_id": "57H8uDw5kYEX2wFgvY8BN8", "question_id": 70, "answer1_id": "iG4SJq9xCKCDDtiqU3szJZ", "answer2_id": "TGENVWL5iAYi4NCf5jAzKy", "text": "First, I will solve the problem independently:\n\nGiven the endpoints of a line segment are (2, -2) and (10, 4), we can use the distance formula to find the length of the segment:\n\n$$d = \\sqrt{(x_2 - x_1)^2 + (y_2 - y_1)^2}$$\n\nSubstituting the given coordinates:\n\n$$d = \\sqrt{(10 - 2)^2 + (4 - (-2))^2} = \\sqrt{8^2 + 6^2} = \\sqrt{64 + 36} = \\sqrt{100} = 10$$\n\nThe length of the line segment is 10 units.\n\nNow, I will examine the problem-solving process of Assistant 1 and Assistant 2:\n\nAssistant 1:\nThe steps provided by Assistant 1 are correct, and the final answer is also correct. The length of the line segment is 10 units.\n\nAssistant 2:\nAssistant 2 made a mistake in calculating the difference between the x-coordinates and the y-coordinates. The correct differences should be 8 and 6, not 18 and 4. This led to an incorrect final answer of 17.973.\n\nScores:\nAssistant 1: 10\nAssistant 2: 4\n\nAssistant 1 performed better in this case, as they provided the correct steps and answer, while Assistant 2 made a mistake in the calculation.", "score": [10, 2], "reviewer_id": "gpt-4-0328-math", "metadata": {}}
+{"review_id": "3bZ3BoLmb48KjWJ5q4NmMU", "question_id": 71, "answer1_id": "CjhV8cJ6UEp7Y4f3eWB6E5", "answer2_id": "kc9oytarvqyNVVfGZz93EL", "text": "9 9.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate responses to the user's request for a formal email proposing a joint venture. Both responses included appropriate greetings, explanations of the proposal, and reasons for the joint venture. Assistant 1's response was slightly more concise, while Assistant 2's response provided a bit more detail about the structure of the proposed joint venture and the potential benefits. Both responses were of high quality, but Assistant 2's response was slightly more detailed, which is why it received a slightly higher score.", "score": [9.0, 9.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "nErSsdfQf8KAT2XtVLDqVh", "question_id": 72, "answer1_id": "5waLH9pZsr8jVTpy67QH58", "answer2_id": "NxstpvVEnGMny3jECtvrw2", "text": "9 10\nBoth assistants provided relevant and helpful resignation letter templates. Assistant 1's response was concise and to the point, while Assistant 2's response was more detailed and included additional information about ensuring a smooth transition and completing outstanding tasks. Assistant 2's response was slightly better due to the additional details and consideration for the employer's needs during the transition.", "score": [9.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "Q4QCqD7baQ8PkmzaJ4qJv7", "question_id": 73, "answer1_id": "ZV4sUNujQGS2w7Wg4jbXbf", "answer2_id": "XN9NBpeQJiQqGT5UYkys7N", "text": "9 10\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate responses to the user's question. They both structured a formal letter of recommendation for a student applying to a prestigious graduate program in computer science. Assistant 1's response was concise and well-organized, but Assistant 2's response was more detailed and included additional elements such as the sender's and recipient's affiliations, addresses, and date, which made it more complete and formal. Therefore, Assistant 2 receives a slightly higher score.", "score": [9.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "LVJ5BasrkhW8giXxYVqu9W", "question_id": 74, "answer1_id": "X94xm9m7tayWsKFNACqAG4", "answer2_id": "3qMqAZcfHUVUTEJnMXT8Pw", "text": "9 9.5\nBoth Assistant 1 and Assistant 2 provided relevant, accurate, and detailed responses to the user's request for a compelling product launch announcement email. Assistant 1's response was concise and focused on the benefits of the new software solution, while Assistant 2's response was more detailed, providing a list of key features and emphasizing the research and development behind the product. Both responses were helpful and well-structured. However, Assistant 2's response was slightly more compelling due to the additional details and emphasis on the product's innovation, which is why it receives a slightly higher score.", "score": [9.0, 9.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "Pn2guBepbwfxhn2ev3JZoc", "question_id": 75, "answer1_id": "EFL7fU6gnicQY6DRpHvbTK", "answer2_id": "hMXjd228Mc8pnc7zgd2frG", "text": "9 10\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate responses to the user's request. Assistant 1's response was clear and concise, addressing the issue and providing reassurance that the problem has been resolved. Assistant 2's response was more detailed, including a subject line and additional information about the investigation and steps taken to prevent future delays. Both responses were well-written and appropriate for the situation, but Assistant 2's response was slightly more comprehensive, earning it a higher score.", "score": [9.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "7NJp7H3YHHQdWZmyMdcHpi", "question_id": 76, "answer1_id": "XJLFjCr6vgQZjEXbaMjTa6", "answer2_id": "gUEd9nNepqy8nsfbypscHx", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information about the history and cultural significance of jazz. Assistant 1's response was more structured and detailed, covering the roots of jazz, its history, and its cultural significance, while Assistant 2's response was slightly less detailed but still informative and engaging. Assistant 1's script was more comprehensive, which is why it received a slightly higher score.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "MSCbf4yKFcdVNcQFDjYyAU", "question_id": 77, "answer1_id": "bz3rS9MRs9QmaLGg4A8a7B", "answer2_id": "nZZyn3SAvU8T2BVR73LMHC", "text": "9 10\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information about a trip to Hawaii, highlighting cultural experiences and must-see attractions. Assistant 1 gave a clear and concise list of suggestions for cultural experiences and must-see attractions, making it easy for readers to understand and plan their trip. Assistant 2, on the other hand, crafted a more engaging and immersive narrative, sharing personal experiences and emotions, which is more fitting for a travel blog post. While both responses were informative, Assistant 2's response was more engaging and better suited to the requested format, which is why it receives a slightly higher score.", "score": [9.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "dUUREscUNiAEwZMX2Bv8pf", "question_id": 78, "answer1_id": "kCS2ZqzKTdDpaXwu3TiFXP", "answer2_id": "YM4qjUM5VfmWnzM3HXRB4G", "text": "9 8\nBoth Assistant 1 and Assistant 2 provided captivating movie reviews for recently released science fiction films. Assistant 1 focused on the movie \"Dune,\" providing a detailed review of the plot, characters, and special effects, as well as mentioning the film's score. Assistant 2 reviewed a fictional movie called \"Beyond the Horizon,\" also discussing the plot, characters, and special effects. Both reviews were engaging and informative. Assistant 1's response was slightly more detailed and specific, which is why it received a higher score of 9, while Assistant 2's response was still strong and received a score of 8.", "score": [9.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "Mfyo2MkTqFoXcoVRYgYMpC", "question_id": 79, "answer1_id": "7WWWS5UhWcVzkhTypqcFU4", "answer2_id": "WcbzNkzu5q66QkK92NxmGB", "text": "8 9\nBoth assistants provided relevant and detailed podcast scripts discussing the influence of streaming platforms on the music industry. Assistant 1's script was well-structured, covering the pros and cons of streaming platforms and their impact on the music industry. However, Assistant 2's script was slightly more engaging and organized, with clearly defined segments and a more conversational tone. Additionally, Assistant 2 touched on the future of streaming platforms, which added depth to the discussion. Overall, both scripts were helpful and accurate, but Assistant 2's script was more appealing and comprehensive.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "T59yNWEAj9kzX8k2QbWom4", "question_id": 80, "answer1_id": "QcSFqbgqLWqn96V6BvWT7B", "answer2_id": "Tfm4f2mbpKJsa8MT6exs8D", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided detailed and engaging symphony concert reviews that discussed the orchestra's performance and the overall audience experience. Both responses were relevant, accurate, and helpful in conveying the atmosphere and quality of the performances. The reason for giving both assistants the same score is that they both demonstrated a high level of detail and quality in their responses, making it difficult to differentiate between the two in terms of performance.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
diff --git a/llava/eval/table/review/review_gpt35_vicuna-13b.jsonl b/llava/eval/table/review/review_gpt35_vicuna-13b.jsonl
new file mode 100644
index 0000000000000000000000000000000000000000..bb4da40c65b96274fed8b1df2c3454db7d6b5f8f
--- /dev/null
+++ b/llava/eval/table/review/review_gpt35_vicuna-13b.jsonl
@@ -0,0 +1,80 @@
+{"review_id": "jyhS7AFj2mrFNqoRXQJDPS", "question_id": 1, "answer1_id": "BZGowHM7L3RvtWRktKZjLT", "answer2_id": "cV4zXygaNP6CXEsgdHMEqz", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information on improving time management skills. Assistant 1 provided a slightly more detailed response, including tips on minimizing distractions, learning to say 'no', and delegating tasks. Assistant 2 also provided useful tips, but the response was not as comprehensive as Assistant 1's. Both assistants emphasized the importance of setting goals, using a calendar or planner, and taking breaks. Overall, both responses were helpful, but Assistant 1's response was slightly more detailed and comprehensive.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "NVTHESK8sQGgYq5RmQTpMr", "question_id": 2, "answer1_id": "GsrPLfiNEcRDYAC5aUoY23", "answer2_id": "3zpPUeoVsPWXtKMV7cAhZ6", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question about effective ways to deal with stress. Both answers included similar suggestions such as exercise, relaxation techniques, sleep, healthy diet, social support, time management, and seeking professional help. The level of detail in both responses was sufficient to provide a clear understanding of each strategy. Assistant 2 included an additional suggestion of relaxation techniques like progressive muscle relaxation, aromatherapy, and massage, which slightly enhanced the response. However, both assistants performed exceptionally well, and their answers were equally informative and helpful.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "fDwSXjgkma7Gu4b8QGUaCY", "question_id": 3, "answer1_id": "5SGfexmPoJTWoVbPMB87KB", "answer2_id": "6xpiZJE4vxxGqjRogPfBk7", "text": "9 8\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information about the differences between Python and JavaScript. Assistant 1 provided a more structured response, covering programming paradigms, syntax, typing, and application areas, which made it easier to understand the key differences. Assistant 2 also covered similar points but included additional information about error handling, libraries, and speed. However, Assistant 2's response was slightly less organized, making it a bit harder to follow. Both assistants provided a good level of detail, but Assistant 1's response was more concise and easier to understand, which is why it receives a slightly higher score.", "score": [9.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "cJw4V6atyX2JHA4FZM6Qc3", "question_id": 4, "answer1_id": "RcqQg364kgCkYPshqvmGSp", "answer2_id": "abitTVu2Dz8rdMxyThvFyJ", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information on increasing productivity while working from home. Assistant 1 offered a slightly more detailed response with 8 tips, while Assistant 2 provided 7 tips. Both assistants covered similar points, such as creating a dedicated workspace, setting a schedule, eliminating distractions, getting dressed, and taking breaks. However, Assistant 1 included the additional points of making a to-do list, challenging oneself, and staying positive, which contributed to a more comprehensive answer. Assistant 2's response was also well-rounded, but slightly less detailed compared to Assistant 1.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "2ZMgfaT49yqAiA3GYLNfp4", "question_id": 5, "answer1_id": "3R9jAndzLHQqJwmMi5mNox", "answer2_id": "UMZod8JaWia9KB2EVXdYrF", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate explanations of the basics of quantum computing. Assistant 1's response was slightly more detailed, covering different technologies used to build quantum computers and mentioning the importance of quantum computing in solving problems that are intractable for classical computers. Assistant 2's response was also informative, but it focused more on different approaches to building quantum computers rather than the broader context of quantum computing. Both responses were well-structured and informative, but Assistant 1's answer was more comprehensive, which is why it receives a slightly higher score.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "Wz7U3tcQhAMK6HgLPwM7C3", "question_id": 6, "answer1_id": "Uw8SaYLPMGR5sdV9FDx8pb", "answer2_id": "WXRCqF34f4UUJzd3xbgAqT", "text": "9 8\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information regarding the differences between plant-based and animal-based protein sources. Assistant 1 provided a slightly more concise response, while Assistant 2 provided a more detailed response with a numbered list of differences. Assistant 1 mentioned the importance of animal-based protein sources for athletes and individuals with higher protein needs, which was a useful addition. Both assistants discussed the nutritional value, absorption, sustainability, health effects, and ethical considerations of the two types of protein sources. However, Assistant 1's response was more precise and to the point, making it easier to understand and digest the information, which is why it receives a slightly higher score.", "score": [9.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "M3Yd3jLJrBzHL2KmmaiLmX", "question_id": 7, "answer1_id": "53gmokt2KBgKu6NMPopxcu", "answer2_id": "JREJbG5ZKXCNMoWoiJQxbC", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question about developing critical thinking skills. Both answers included practical tips and strategies for improving critical thinking, such as asking questions, analyzing information, considering different perspectives, and practicing logic and reasoning. Both responses were detailed and well-organized, making it easy for the user to understand and apply the suggestions. The only minor difference is that Assistant 2 included a few additional tips, such as engaging in debates and practicing mindfulness. However, both answers are equally valuable and informative, so they both receive a score of 9.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "D4dXgsgoBdNwqUxxpmUkmp", "question_id": 8, "answer1_id": "bKrbrGsN7zjKLvBk2h3tvo", "answer2_id": "mmVwmX6TGJ2Y72gCNac4EQ", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question about the major challenges faced by the education sector today. Assistant 1 provided a clear list of seven challenges, while Assistant 2 expanded on these and included an additional challenge, making their response slightly more detailed. Both assistants covered important aspects such as access to education, funding, teacher shortages, technological integration, student engagement, and assessment. Assistant 2 also addressed equity and inclusion, as well as sustainability, which added value to their response. Overall, both assistants performed well, but Assistant 2 provided a more comprehensive answer.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "ntSaBiMeRMC82i2S2wkHh6", "question_id": 9, "answer1_id": "HEGL3aPUnNrdNtNt3XLDKi", "answer2_id": "DMTZyzd4rRAFV43xtBJ9ns", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. They both covered the primary factors that influence consumer behavior, such as personal, psychological, social, and marketing factors. Assistant 1 mentioned situational factors, while Assistant 2 included economic and product/service factors. Both answers were detailed and informative, and it is difficult to determine which one is superior, as they both provide valuable insights. Therefore, both assistants receive a score of 9.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "eTBH8zoQhZfYYCAhQh4moS", "question_id": 10, "answer1_id": "W9zpMVa2cJUJW8B2uGMCJy", "answer2_id": "dETAsj4xHnUCSTkZezz8aM", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question about effective strategies for conflict resolution in the workplace. They both covered essential strategies such as active listening, clear communication, problem-solving, and seeking outside help or mediation if necessary. The level of detail in both responses was sufficient to understand the strategies and apply them in a workplace setting. Both assistants performed well, and it is difficult to differentiate their performance, so they both receive a score of 9.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "Y6cDAMFAEauqwsaGdHoraf", "question_id": 11, "answer1_id": "LacdmoweqKYGzt3aMBYjEa", "answer2_id": "C8ksZxg3LshMUWiLxPanbt", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information regarding the implications of using single-use plastic bottles versus reusable bottles on the environment and human health. Assistant 1's response was slightly more detailed and organized, with clear distinctions between environmental and health implications for both single-use and reusable bottles. Assistant 2 also provided valuable information, but the response was not as well-structured, and some points were not as clearly explained as in Assistant 1's response. Overall, both assistants performed well, but Assistant 1 had a slight edge in terms of clarity and organization.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "evnANWPnvUJ89vxV3sRZ7M", "question_id": 12, "answer1_id": "JqVreebbPuNdjw8E8K4Ssf", "answer2_id": "NeHhRc5P5uAU8eWSJBRkhG", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information in their responses. Assistant 1's response was slightly more detailed, covering a broader range of factors such as sensory inclusivity and employee training, which were not mentioned by Assistant 2. Assistant 2's response was also comprehensive, but it lacked the mention of sensory inclusivity and employee training. Both assistants provided valuable information on accessibility features, route design, scheduling, and affordability. Overall, Assistant 1's response was slightly more detailed and comprehensive, earning a 9, while Assistant 2's response was also strong but slightly less detailed, earning an 8.5.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "7X5LTBTBncxNXwdhDvknWG", "question_id": 13, "answer1_id": "hEMThhsN85Ud5X8xBv9BZJ", "answer2_id": "KAJ7UVwu8oCKyxZj9j82pm", "text": "9 8.5\nBoth assistants provided helpful, relevant, and accurate information about fiscal and monetary policies to combat economic recessions. Assistant 1's response was slightly more structured and concise, making it easier to understand the key points. Assistant 2's response was also informative and detailed, but the structure was less clear, and some points were repetitive. Both assistants covered the main aspects of fiscal and monetary policies, but Assistant 1's response was more precise and well-organized.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "7FK5fbRY6p2ep2MpPjv3yH", "question_id": 14, "answer1_id": "BvFV7sx53PAK5bNn89urFs", "answer2_id": "NnWfaeRe8PmitgmV4u5fY8", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 gave a clear explanation of how language and cultural barriers can impact communication and relationships in multicultural societies, and also mentioned the importance of language classes, cultural exchange programs, and sensitivity training. Assistant 2 provided a more detailed response, discussing specific aspects of communication and relationships that can be affected by language and cultural barriers, such as cultural norms, stereotypes, prejudice, and power dynamics. While both answers were informative, Assistant 2's response was slightly more comprehensive, which is why it received a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "csv7uSp3JKQTDajTge3gCW", "question_id": 15, "answer1_id": "dM5GHbLuPNfzUbBnJz6w7K", "answer2_id": "WiGpqKRRwWonwgU95piNNc", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided relevant and helpful responses to the question. Assistant 1 focused on a specific scenario involving AI-powered chatbots for patient triage and automating routine tasks, which was a clear and concise example. Assistant 2, on the other hand, provided a broader overview of various ways AI could improve healthcare delivery, including data analysis, automating tasks, remote monitoring, personalized treatment plans, and speeding up research and development. Assistant 2's response was more comprehensive and covered a wider range of applications, which is why it received a slightly higher score. Both responses were accurate and detailed, but Assistant 2's answer provided a more extensive understanding of AI's potential impact on healthcare.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "AusuMoEsTd4zExWnGKz95b", "question_id": 16, "answer1_id": "BX7maaP5kGY6bBTLJRwkit", "answer2_id": "iangiZeex5ndxAXnWMrxBW", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information about the process of gene editing using CRISPR-Cas9 technology, its potential applications, and ethical implications. Assistant 1 provided a slightly more detailed response, discussing the potential for eugenics, unintended consequences, and issues of access and equity. Assistant 2 also covered the main points, but with a bit less detail on the ethical implications. Both assistants did a good job, but Assistant 1's response was slightly more comprehensive.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "dUmijornRYz6nnYGYnZtv2", "question_id": 17, "answer1_id": "STuX8oc7Gu3SN6EWzwpUpp", "answer2_id": "XnMRLphzYQX4QRNht7tbui", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, accurate, and detailed responses to the question. They both explained the concept of vaccinations and how they work to protect individuals and communities from infectious diseases. They also both provided a clear explanation of herd immunity and its importance in preventing the spread of diseases. The quality of the answers is quite similar, and both assistants deserve a high score of 9.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "nYNJvBeat7YrWwEeNjHZts", "question_id": 18, "answer1_id": "TFUUXWS7yn2u2b4n7eM3ZB", "answer2_id": "HZc37bwy646mRzbqSsDAob", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate responses to the question. Assistant 1 gave a good overview of the role of social media platforms in news consumption and the implications of misinformation. However, Assistant 2 provided a more detailed response, discussing specific factors such as personalization, virality, amplification, filter bubbles, confirmation bias, and lack of fact-checking, which contributed to a better understanding of the issue. Therefore, Assistant 2 receives a slightly higher score due to the level of detail in their response.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "P4hakPhF7TKj55mTydH4NT", "question_id": 19, "answer1_id": "3yRq2XXPi83H7Rr5SZS9rE", "answer2_id": "iJrMatLrMdJyyqMx9uJ45a", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate responses to the question. Assistant 1's response was slightly more detailed, offering specific examples and strategies for promoting healthier diets, such as imposing taxes on unhealthy foods and increasing funding for community gardens and farmers' markets. Assistant 2 also provided a good response, with clear examples of how cultural, social, and economic factors influence food choices. However, Assistant 2's response was slightly less detailed in terms of strategies for promoting healthier diets. Both assistants performed well, but Assistant 1's response was more comprehensive and actionable.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "GbEY9PMrmhDNm5XUB3AYmc", "question_id": 20, "answer1_id": "Sw34dAwQPCfGGotwRwhvtv", "answer2_id": "oVEHqDnDTEADZSFfKgFTZd", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, accurate, and detailed explanations of the process of natural selection and how it contributes to the evolution and adaptation of species. Assistant 1 focused on explaining the essence of natural selection and its role as a driver of evolution and adaptation, while Assistant 2 provided a more structured explanation with numbered steps. Both explanations complement each other and provide a comprehensive understanding of the topic. Therefore, both assistants receive a score of 9.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "JJ6BtrjfFvmjA9nvyJvNCL", "question_id": 21, "answer1_id": "cZw4Jw8Zyz6ZUy4WDsC6ta", "answer2_id": "WLAj4u59bj2oEXzahF79ek", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate responses to the user's question. They both included a sample introduction speech for a medieval knight at a royal banquet, emphasizing humility, loyalty, and service to the kingdom. The level of detail in both responses was appropriate and engaging. It is difficult to distinguish one as better than the other, as both responses effectively address the user's question, so they both receive a score of 9.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "KNxHKpigcbEiptJeGiXtyd", "question_id": 22, "answer1_id": "nj9y2HTWFGsD5B278ozm73", "answer2_id": "fJPnM2XcRveW2zR4DDaeTb", "text": "9 8\nBoth Assistant 1 and Assistant 2 provided relevant and engaging speeches to motivate a pirate crew to search for hidden treasure. Assistant 1's response was more concise and focused on the thrill of adventure and the rewards that await the crew. Assistant 2, on the other hand, started by clarifying that they do not condone piracy and then provided a speech that emphasized the challenges and the determination needed to succeed. Both speeches were well-crafted and detailed, but Assistant 1's response was slightly more direct and to the point, which is why it received a higher score.", "score": [9.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "jsobbVWb4XgXruX5KGSAzP", "question_id": 23, "answer1_id": "Ep9rLcNzEGhG7AgbLTpRtm", "answer2_id": "fY4Xed6veWpcKfj5krZz8m", "text": "9 8\nBoth assistants provided relevant and creative soliloquies in the style of Shakespearean characters declaring their love. Assistant 1's soliloquy was slightly more engaging and used more vivid imagery, which made it stand out. Assistant 2's soliloquy was also well-written and relevant, but it lacked the same level of depth and emotional impact as Assistant 1's response. Both responses were accurate and detailed, but Assistant 1's soliloquy had a slight edge in terms of quality.", "score": [9.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "nzQdRQqiGrCEPovYpkfcuq", "question_id": 24, "answer1_id": "oNULT72cYUvit7D9SHb5aM", "answer2_id": "LqFJA2JQbBXP77nkYjtrZK", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the user's question. They each shared their origin stories in a way that would be understandable and engaging for a curious child. Assistant 1 focused on the transformation from an ordinary person to a superhero, emphasizing the importance of courage and helping others. Assistant 2 explained their creation as an advanced artificial intelligence, highlighting their strong moral compass and desire to help others. Both answers were detailed and well-rounded, making it difficult to choose one over the other. Therefore, both assistants receive a score of 9.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "bxv7oJi28Yny5CpxYtTriN", "question_id": 25, "answer1_id": "TX86xjPKTk2UxWwV4e8zRK", "answer2_id": "WxCKcRstJPXTXnqEzSX3Hg", "text": "8 7.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information about the technological advancements in the year 3000. Assistant 1's response was more concise and organized, with a clear list format and a brief explanation of each advancement. Assistant 2's response was also informative, but it lacked the same level of organization and clarity as Assistant 1's response. Additionally, Assistant 1 mentioned the eradication of diseases like cancer and Alzheimer's and the reversal of the aging process, which are significant advancements that Assistant 2 did not mention. Overall, both assistants provided valuable information, but Assistant 1's response was slightly more effective in conveying the information.", "score": [8.0, 7.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "93SEJYNg3w6FJDC6CCVf3s", "question_id": 26, "answer1_id": "e5YFb6PojDThkcZdSH8kpC", "answer2_id": "dgPJ7DvtFHD7mxtRwzM3vW", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided detailed and engaging descriptions of the winning play in the final seconds of a championship game. They both captured the excitement and tension of the moment, while also highlighting the skill and determination of the players involved. Both responses were relevant, accurate, and helpful in answering the user's question. It is difficult to differentiate between the two in terms of quality, as both responses were well-written and effectively conveyed the thrilling nature of the game's conclusion. Therefore, both assistants receive a score of 9.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "dhy48WZaBT7h7XUmY4Kt3Y", "question_id": 27, "answer1_id": "NnkbyoNFRHay4toKTFfaeE", "answer2_id": "ADX83sWvjJkewJX6JmYUzQ", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided detailed, relevant, and engaging descriptions of their respective signature dishes. They both showcased their creativity and passion for cooking, as well as their attention to detail in the preparation and presentation of the dishes. Both responses were equally helpful, accurate, and detailed, making it difficult to differentiate between the two in terms of overall performance. Therefore, both assistants receive a score of 9.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "WmyJQvRV2wheGgHifaTX8o", "question_id": 28, "answer1_id": "Gpb8MuNU3Pt7k93dpRN9WM", "answer2_id": "ihNG3rwsrt95NDhCAFeSDR", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided relevant and accurate information about the summit of Mount Everest and the emotions a climber might experience. Assistant 1 gave a good description of the summit and the challenges faced during the climb. Assistant 2, however, provided a more vivid and detailed description of the emotions and the view from the top, making their response slightly more engaging and informative. Both assistants acknowledged their limitations as AI language models, but Assistant 2's response was more aligned with the user's question, which is why it received a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "ZBjXjAUfmo636RD8ftGmoj", "question_id": 29, "answer1_id": "SYvkCCHBUZPd9DQuidZM8K", "answer2_id": "Gmhqf3z4LvVfwPNFJ89BKd", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the user's question. Assistant 1 provided a more structured response, listing the challenges faced by a Mars colonist and then describing the daily life and activities. Assistant 2 also provided a detailed response, focusing more on the daily routine and integrating the challenges faced within that routine. Assistant 1's response was slightly more comprehensive and organized, which is why it receives a higher score. However, both responses were informative and addressed the user's question effectively.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "m96t6EWjwebt3SBbVs8QKi", "question_id": 30, "answer1_id": "NjdsG8tYfrHMT5zGZPavk6", "answer2_id": "gSwkKJCn6qDnNZond2xVJ3", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided engaging and detailed responses to the user's question. They both described the character's survival strategies, allies encountered, and the importance of trust and instincts in a post-apocalyptic world. Both responses were relevant and accurate, with a good level of detail. It is difficult to differentiate between the two responses in terms of quality, as both assistants performed exceptionally well in addressing the user's question.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "RsFZsrSQGvqkU9qRu6MzeE", "question_id": 31, "answer1_id": "8eovAhyvrKJEMWiVdYzByH", "answer2_id": "8RaBeMjxx2bCp2GKWv7YiP", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate responses to the user's question. They both offered multiple ways to determine if a restaurant is popular among locals or mainly attracts tourists, and they explained why this information might be useful. The level of detail in both responses is sufficient to guide the user in making informed decisions about where to dine. It's difficult to differentiate the quality of the two responses, as they both cover similar points and provide valuable information. Therefore, both assistants receive a score of 9.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "Do5xK3swjiBBXLCSxCZrJv", "question_id": 32, "answer1_id": "nvyaGEveLWBaxgXzriB93d", "answer2_id": "C65PZkmAfFfWRs4bPhyKqg", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1's response was slightly more detailed, with a clear list of seven clues to look for, while Assistant 2 provided six clues. Both assistants covered similar points, but Assistant 1's response was more organized and easier to follow. Assistant 2's response was also helpful and relevant, but slightly less detailed and organized compared to Assistant 1. Overall, both assistants performed well, but Assistant 1 had a slight edge in terms of clarity and organization.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "6coRp7diG94jbQfxFa2NTw", "question_id": 33, "answer1_id": "3xU2t6Yvx9EWpqfqvinNfH", "answer2_id": "4so4HTEjgDZKTqNAgkHHQX", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. They both covered the main reasons why someone might choose to use a paper map or ask for directions instead of relying on a GPS device or smartphone app. The level of detail in both responses was sufficient to address the user's question. Assistant 1 provided a slightly more concise answer, while Assistant 2 elaborated a bit more on each point. However, both answers were of high quality and deserving of equal scores.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "neKDsPNtPp68GyPCK6C7wc", "question_id": 34, "answer1_id": "Mq6hzNziUxzQ2juPMDrv3h", "answer2_id": "FCYaiexEzdoLFPAwvTgDDm", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. They both mentioned key points such as body language, active listening, and follow-up as indicators of genuine interest in a conversation. Both responses were detailed and well-structured, making it easy for the reader to understand the points being made. It is difficult to differentiate between the two responses in terms of quality, as both assistants provided valuable information and covered the topic thoroughly. Therefore, both Assistant 1 and Assistant 2 receive a score of 9.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "fsikYyNM5HZSFuwtez49zW", "question_id": 35, "answer1_id": "KU6BNNN8d6MLHyrA8nV4DB", "answer2_id": "76EPQDh4ZNxBMGqED9LEFi", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, accurate, and detailed responses to the question. They both listed several reasons why someone might prefer to shop at a small, locally-owned business instead of a large chain store, even if the prices are higher. The reasons provided by both assistants were similar, with some slight variations in wording and the order of the points. Both responses were well-structured and easy to understand, making it difficult to differentiate between the two in terms of quality. Therefore, both assistants receive a score of 9.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "6U9bZZbDKJLudgPjSVUJ6m", "question_id": 36, "answer1_id": "RpHbPLJamuknRRa3xU5bUF", "answer2_id": "cvBg3gyCyDuyESof3YXhTE", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate responses to the question. Assistant 1's response was slightly more detailed and organized, with a clear list of factors to consider when assessing the credibility of a source. Assistant 2's response also provided valuable information, but it was less structured and had some overlap with Assistant 1's points. Both assistants emphasized the importance of checking the author's credentials, publication reputation, objectivity, and supporting evidence. Assistant 1 also mentioned evaluating the tone and verifying the information using reputable sources, which added value to their response. Overall, both assistants performed well, but Assistant 1's response was slightly more comprehensive and well-organized.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "UUzrSYFRn2RZDBvpse2Bvg", "question_id": 37, "answer1_id": "AFR3AJW4sSPLDLiAUvrL8s", "answer2_id": "kRgfUJ7qqkyZUnLd2fnnaX", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 gave a good general overview of the factors that may influence individual preferences for fear-inducing experiences, while Assistant 2 provided a more detailed list of possible explanations, including brain chemistry, life experiences, personality traits, cultural factors, and learning. Assistant 2's response was slightly more comprehensive and informative, which is why it received a higher score. However, both responses were of high quality and addressed the question effectively.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "Pi4zzV2gr6xqvZdLZJEU7k", "question_id": 38, "answer1_id": "esqiBYHa56ygcPU2ux2Pdx", "answer2_id": "J3YuizKcHQ74ydNyCcwgwu", "text": "9 8\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 provided a more detailed response, offering specific examples of how observing behavior can provide clues about cultural norms and expectations, such as dress codes, social hierarchy, communication styles, and customs and traditions. Assistant 2 also provided a relevant answer, discussing the importance of observing behavior to understand cultural norms, but provided fewer specific examples. Both answers were useful, but Assistant 1's response was more comprehensive and detailed, which is why it received a higher score.", "score": [9.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "eADSQUs3wpe48gow6zcWUf", "question_id": 39, "answer1_id": "NmuuKUipqt62QKuEHCuBWh", "answer2_id": "abWLpFojLpNPfDGHpuRSUG", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided thoughtful, nuanced, and detailed answers to the question. They both acknowledged the complexity of the issue and presented arguments for both sides, highlighting the benefits and risks of space exploration and addressing Earth's problems. Both assistants emphasized the importance of personal values and priorities in making a decision on this topic. The quality of the answers is very similar, and both assistants deserve a high score of 9 for their performance.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "PZv2G3p5PXWEXDQNRgzUJL", "question_id": 40, "answer1_id": "3HypDqXt6tHieMDN7hWYCh", "answer2_id": "Ki4fkJvsoSxuQeSoj2AcBG", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. They both emphasized the importance of striking a balance between job creation and technological progress. Assistant 1 provided examples of methods for promoting job creation, while Assistant 2 went a step further by discussing policies and programs aimed at creating new jobs in industries less susceptible to automation and retraining programs for displaced workers. Assistant 2 also mentioned the benefits of technological progress in various sectors, such as healthcare, transportation, communication, and energy production. This additional information and the more comprehensive approach give Assistant 2 a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "F3bgdb6Q7KPRcx5fkXYSDp", "question_id": 41, "answer1_id": "DmQtupeyNDrQFBccBRAsbD", "answer2_id": "GRQjYgAapNAVqzuZR4KQpf", "text": "7 5\nAssistant 1 provided a more accurate and detailed response, considering the average blink rate, waking hours, and lifespan. The explanation was clear and easy to follow. Assistant 2, on the other hand, made an error in calculating the number of blinks per day and provided a less accurate estimate. Additionally, Assistant 2's response was less organized and harder to follow.", "score": [7.0, 5.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "hAGDMdzkakkM7ZNFj4Se6h", "question_id": 42, "answer1_id": "froHv7kwRMYGWPXDQXk2Gw", "answer2_id": "SB5a2AiK224hB927vkqvYs", "text": "9 6\nAssistant 1 provided a more accurate and detailed response, using the average weight of a grain of salt and the molar mass of NaCl to calculate the number of atoms in a grain of salt. The explanation was clear and easy to follow, and the final result was reasonable. Assistant 2, on the other hand, made an incorrect assumption that the grain of salt is a sphere and used the diameter to calculate the volume. Additionally, the calculation of the concentration of atoms per unit volume was incorrect, leading to an inaccurate final result. While Assistant 2's response contained some useful information, it was less accurate and less helpful than Assistant 1's response.", "score": [9.0, 6.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "SuUVSbhzMDWFbSdwBEn7Si", "question_id": 43, "answer1_id": "ahktv9NqxZ2cYquTXwF42r", "answer2_id": "4XYycBrMiJgYKPof2P6xoe", "text": "9 7\nAssistant 1 provided a more detailed and step-by-step explanation of how the estimated number of lightning strikes per day was calculated, taking into account the number of thunderstorms, the percentage that produce lightning, and the average number of strikes per thunderstorm. The final estimate of 1,972,600 lightning strikes per day was also accompanied by a note that some estimates range from 6 million to 100 million, acknowledging the variability in the data. Assistant 2, on the other hand, gave a more general explanation and provided an estimate of 100,000,000 lightning strikes per day without a clear calculation process. While both answers were relevant and accurate to some extent, Assistant 1's response was more helpful, precise, and detailed, which is why it received a higher score.", "score": [9.0, 7.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "kYsPQzYx3t8JAwKkNgXUZH", "question_id": 44, "answer1_id": "kqqPRaFqb3w9Ky9LGB3yKU", "answer2_id": "fpoXWHHdpv7XNBTS2NRY6d", "text": "8 7\nAssistant 1 provided a more detailed and step-by-step explanation of the calculations needed to estimate the number of balloons required to lift a house like in the movie \"Up.\" They considered the weight of the house, the lifting capacity of a single balloon, and the total lifting capacity needed. They also acknowledged the limitations of the calculation, such as the weight of the balloon material and the need for proper organization to lift the house evenly. Assistant 2, on the other hand, provided a less detailed explanation and used different assumptions for the weight of the house and the lifting power of the balloons. While both assistants concluded that it is not feasible to lift a house with balloons in real life, Assistant 1's response was more helpful, relevant, and accurate due to the detailed calculations and considerations provided.", "score": [8.0, 7.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "dqbgKEeqNCuuTBhg5ovqfJ", "question_id": 45, "answer1_id": "946tQg8kS7GYPSm4qcV6Pt", "answer2_id": "GRXWdnzLLzmeZRU67PMTb7", "text": "8 6\nAssistant 1 provided a more helpful and detailed response by offering an estimate of the number of text messages sent globally in a minute, which was the main focus of the question. The assistant also explained the calculation process and acknowledged that the number is an estimate and may vary due to different factors. Assistant 2, on the other hand, focused on the difficulties of determining the exact number of text messages sent in a minute and did not provide an estimate or a calculation. While Assistant 2's response was relevant and accurate in terms of the challenges in tracking text messages, it did not directly address the user's request for an explanation of the reasoning behind an estimate.", "score": [8.0, 6.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "DeEzTYEsG2B8nubmhaF4qc", "question_id": 46, "answer1_id": "cU3wut3Ta3ySbRHGxfwgjc", "answer2_id": "RTxk2jYsjYiiWMwcRjmfwu", "text": "8 6\nAssistant 1 provided a more detailed and step-by-step explanation of the estimation process, using a reasonable assumption of 2,000 words per person per day and explaining the limitations of the estimate. Assistant 2's estimate of 10,000 to 20,000 words per person per day seems too high, and the final estimate of 100 billion words per day is significantly lower than Assistant 1's estimate. Assistant 1's response is more helpful, relevant, and accurate, while Assistant 2's response is less detailed and less accurate.", "score": [8.0, 6.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "nvDTZFCrXe6NSdcFqYWJDv", "question_id": 47, "answer1_id": "hQP784Ch2yq2b3BaXVBVX3", "answer2_id": "2J2Et6W8u2kXLTUgfYrPxe", "text": "8 7\nBoth Assistant 1 and Assistant 2 provided helpful and relevant information in their responses. Assistant 1 gave a more precise estimation of the number of snowflakes by referring to the average snowfall in the United States and considering the size and shape of snowflakes. Assistant 2, while providing a detailed explanation of the factors affecting snowflake formation, did not provide a clear estimation of the number of snowflakes. Assistant 1's response was more focused on answering the question, while Assistant 2 provided more background information. Both responses were accurate and detailed, but Assistant 1's answer was more relevant to the question, which is why it received a higher score.", "score": [8.0, 7.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "3S8Z26nA4rbyND5nJKqFWo", "question_id": 48, "answer1_id": "a92bStUFdq4LBcv3pa9y3Z", "answer2_id": "nSGoG9Z5g5VuCXgmQJJKrq", "text": "8 7\nAssistant 1 provided a more detailed response, including an estimation of the total number of books ever written and the average number of pages per book. Assistant 1 also acknowledged the limitations of the estimation and the fact that new books are being written and published every day. Assistant 2's response was also relevant and helpful, but it provided a lower estimate for the total number of books ever published and did not mention the limitations of the estimation as clearly as Assistant 1. Both assistants provided reasonable estimates, but Assistant 1's response was more comprehensive and informative.", "score": [8.0, 7.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "d79neqK6LiNCsSu7yiWNZY", "question_id": 49, "answer1_id": "a2QAcAm9wJeP2BpyWQnhot", "answer2_id": "ScqJdUq9n5bp9qPv5WPqG5", "text": "9 7\nAssistant 1 provided a clear and concise explanation, directly addressing the question and using the correct time frame of 3.8 billion years ago for the beginning of life on Earth. The answer was easy to follow and included a reasonable approximation of the number of orbits. Assistant 2, on the other hand, used the age of the Earth (4.5 billion years) instead of the beginning of life (3.8 billion years) for the calculation, which made the answer less accurate and relevant to the question. However, Assistant 2 did provide some additional information about the Earth's orbit, which added some value to the response. Overall, Assistant 1's response was more helpful, relevant, and accurate, while Assistant 2's response was less accurate but still provided some useful information.", "score": [9.0, 7.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "KFEzPSHMSp88iZ4MkBEPQQ", "question_id": 50, "answer1_id": "CrmusnxbTtGXF2varfcUd4", "answer2_id": "GdLFr88pCwsGpfRBRQQkyh", "text": "8 7\nBoth Assistant 1 and Assistant 2 provided relevant and helpful answers to the question, explaining that it is impossible to determine the exact number of songs recorded throughout history. Assistant 1 provided a more detailed response, discussing the oldest known musical instrument, the Library of Congress's collection, and the importance of considering non-Western music. Assistant 2 also mentioned the invention of recording technology and the rise of digital music but provided fewer specific examples and details. Therefore, Assistant 1 receives a score of 8, and Assistant 2 receives a score of 7.", "score": [8.0, 7.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "MaeeytBPffy2qXeTWAgVb3", "question_id": 51, "answer1_id": "J9pZp6z2UUW7YcXgzUouqs", "answer2_id": "Sa7uNEbFGRFuXBAwau8sHS", "text": "8 7\nBoth Assistant 1 and Assistant 2 provided relevant and thoughtful answers to the question. Assistant 1's response was more focused on the potential impact of the internet on the Renaissance period, discussing how it could have affected intellectual exchange, collaboration, and the democratization of knowledge. Assistant 2, on the other hand, emphasized the technological limitations of the era and the differences between the Renaissance and the digital age. While both responses were helpful and accurate, Assistant 1's answer was slightly more detailed and directly addressed the question, which is why it receives a higher score of 8, while Assistant 2 receives a 7.", "score": [8.0, 7.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "7YnF7KE5b7DmdJVd2CWhPg", "question_id": 52, "answer1_id": "67bYUQb6zru8ofiub7uNUi", "answer2_id": "T6Ar3cAEw3AmVVQTcCPp8N", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 gave a good overview of the potential consequences of the Aztecs repelling the Spanish conquistadors, touching on the impact on the Aztec empire, the indigenous people of the Americas, and the potential interest of other European nations. Assistant 2, however, provided a slightly more detailed response, discussing the Aztec civilization's strengths, the potential resistance to European diseases, the possible maintenance of cultural and religious practices, and the potential for alliances with other indigenous groups. Both answers were informative, but Assistant 2's response was more comprehensive, which is why it received a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "bAfAwLcXniXktiqNsvDGFV", "question_id": 53, "answer1_id": "gAisnQTHWFLW8aa5fQPNJf", "answer2_id": "KiZQev5JEk2h6JYeQnFmtM", "text": "9 8\nBoth Assistant 1 and Assistant 2 provided relevant, accurate, and detailed responses to the question. Assistant 1's response was slightly more helpful, as it touched upon the impact of the Black Death on the medical field, hygiene practices, and cultural landscape, which Assistant 2 did not mention. Assistant 2's response was still informative, discussing the potential effects on demography, economy, and society, but it lacked the additional context provided by Assistant 1.", "score": [9.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "8vUuWHUHuEn2SUrzRcoV6v", "question_id": 54, "answer1_id": "4ZJCbj7T8BGzNhDqz7NSF4", "answer2_id": "cYiyYKKXM3GXkrZHAbX83S", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 focused on the potential impact of Newton's work on biology and the possible consequences for the field of physics. Assistant 2, on the other hand, provided a more detailed overview of Newton's contributions to various fields and discussed the difficulty in predicting the specific contributions he might have made to biology. Assistant 2's response was more comprehensive and provided a broader context, which is why it received a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "FCJoqPdZYVBmAfS3VjFCkC", "question_id": 55, "answer1_id": "c6ixri3qqLfSBBnwMkgYB7", "answer2_id": "PQmMUdAAcBsAWmWaTvdHSU", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful and relevant answers to the question. Assistant 1 focused on the overall impact of the Beatles on music and society, while Assistant 2 went into more detail about the possible outcomes if the Beatles had never formed. Assistant 2's answer was more comprehensive, offering specific scenarios and covering various aspects of the music industry and culture, which is why it received a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "bSZUNocHnjSSsxyUBMSUMu", "question_id": 56, "answer1_id": "c9AtDn7eeSYhtH854MQDDB", "answer2_id": "PorExChQ9VeYsPJptdgtsB", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 provided a slightly more detailed response, mentioning the impact of Turing's work on the development of computer technology and artificial intelligence, which adds value to the answer. Assistant 2, on the other hand, touched upon the possibility of alternative strategies and technologies being developed by the Allies, but did not go into as much detail as Assistant 1. Both assistants acknowledged the difficulty in predicting the exact outcome of the war without Turing's contributions, which is important to consider. Overall, both responses were informative and well-structured, but Assistant 1 provided a slightly more comprehensive answer.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "f3KTRaNot8TePqUPATMhRG", "question_id": 57, "answer1_id": "jYd2gg6MJH8hdqFSAJTaiR", "answer2_id": "249f6dSMwZRZVMmtxv6yDm", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 gave a clear overview of the consequences of not having the Suez Canal, touching on the impact on shipping routes, international trade, and the development of the region. Assistant 2, however, went into more detail about the longer and more treacherous route around the Cape of Good Hope, the impact on international trade, and the historical context of European colonization in Asia. Assistant 2 also mentioned the engineering and technological advancements required for the construction of the canal and its role in international conflicts. While both answers were informative, Assistant 2 provided a more comprehensive response, which is why it received a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "J5EKWhvGBjYM9kSttb7RBp", "question_id": 58, "answer1_id": "nZJ6LGJFegnHetutiAQtFm", "answer2_id": "nxa3m6kiAZwKgcMUBY8KYz", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate responses to the question. They both discussed the potential advancements in various fields such as science, technology, and governance that the Maya civilization could have made if they had not collapsed. Both assistants also mentioned the possible impact on the colonization of the Americas and the influence on neighboring civilizations. The level of detail in both responses is quite similar, and both assistants acknowledged the difficulty in predicting the exact outcomes. Therefore, both Assistant 1 and Assistant 2 receive a score of 9 for their overall performance.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "jEWD6eqwH9jscVgJKDNDUg", "question_id": 59, "answer1_id": "dmEgLyeYNcwBZWHBak6Lap", "answer2_id": "DXFvhjCaKqQiBsFDCkXGMT", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question. Assistant 1 mentioned the Vikings and the possibility of indigenous peoples from Asia migrating to the Americas, while Assistant 2 focused more on the potential consequences of Columbus not discovering the Americas. Assistant 2's response was slightly more detailed and provided a clearer picture of the potential impact on the world, which is why it received a higher score. However, both responses were informative and addressed the question well.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "RG6quoUjP9RfEhB7SBeQWU", "question_id": 60, "answer1_id": "bkuECkuy7YiDUcj9oJjdrZ", "answer2_id": "BCUK5VcpZK26jMJ2UMgR3E", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate responses to the question. Assistant 1 went into more detail about the potential impact on van Gogh's personal life, such as his mental health and financial situation, as well as the broader implications for art history. Assistant 2 also discussed the potential impact on van Gogh's art and personal life but did not delve as deeply into the broader implications for art history. Both assistants provided a well-rounded response, but Assistant 1's answer was slightly more detailed and comprehensive, which is why it received a higher score.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "KKYYAMWpuxxqpPCxYRjr3s", "question_id": 61, "answer1_id": "2PRjT7j3V6487xZREfQfuD", "answer2_id": "JHTKBrLVTp7bv5zW2uwYVW", "text": "8 6\n\nAssistant 1:\nStrengths:\n- The code is well-structured and easy to read.\n- The function `count_occurrences()` is modular and can be reused.\n- Proper error handling is implemented when opening the file.\n- The code handles case sensitivity by converting the text to lowercase.\n- Comments are clear and concise, explaining the code's logic and functionality.\n\nWeaknesses:\n- The code does not handle punctuation marks and special characters when comparing words.\n\nSuggestions for improvement:\n- To handle punctuation marks and special characters, you can add a function to remove them from the words before comparing them with the search word.\n\nAssistant 2:\nStrengths:\n- The code is simple and easy to understand.\n- The program uses the `find` function to search for the given word in each line.\n\nWeaknesses:\n- The code does not handle case sensitivity.\n- The code does not handle punctuation marks and special characters when comparing words.\n- The code does not count multiple occurrences of the word in the same line.\n- The code lacks comments explaining the logic and functionality.\n- The code is not modular, making it harder to reuse the counting functionality.\n\nSuggestions for improvement:\n- To handle case sensitivity, convert the text and search word to lowercase before comparing.\n- To handle punctuation marks and special characters, remove them from the words before comparing them with the search word.\n- Use a loop to count multiple occurrences of the word in the same line.\n- Add comments to explain the code's logic and functionality.\n- Consider creating a separate function for counting occurrences to improve modularity.", "score": [8.0, 6.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "Be9fbF7prWfkJiLcaRNjLP", "question_id": 62, "answer1_id": "jWyN8NTdVix6CUoqfbRqVx", "answer2_id": "jyzD2deb9JAffRhhkk37r5", "text": "8 4\n\nAssistant 1:\nStrengths:\n- The code is well-structured and easy to understand.\n- The implementation correctly solves the problem using dynamic programming.\n- The comments are clear and concise, explaining the logic and functionality of the code.\n\nWeaknesses:\n- There are no comments explaining the initialization of the 2D array 'm'.\n- The code could be more efficient by not initializing the 2D array with all zeros and then updating it.\n\nSuggestions for improvement:\n- Add comments to explain the initialization of the 2D array 'm'.\n- Consider initializing the 2D array 'm' with the appropriate values instead of all zeros.\n\nAssistant 2:\nStrengths:\n- The code is structured and readable.\n- The implementation attempts to solve the problem using dynamic programming.\n\nWeaknesses:\n- The code does not correctly implement the given problem statement, as it returns the minimum edit distance instead of the longest common subsequence.\n- The comments are not as clear and concise as they could be, making it harder to understand the code's logic and functionality.\n- The code initializes the 2D array with `float('inf')`, which is unnecessary and inefficient.\n\nSuggestions for improvement:\n- Modify the code to correctly implement the longest common subsequence problem.\n- Improve the comments to better explain the code's logic and functionality.\n- Consider initializing the 2D array with more appropriate values instead of `float('inf')`.", "score": [8.0, 4.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "nD8SHmwjdEoLfodK7i8a9f", "question_id": 63, "answer1_id": "mx9G7gfKTCXCmNRaiMZQr9", "answer2_id": "jPGHEfp7FxhDyvRA6qEN3j", "text": "8 8\n\nBoth Assistant 1 and Assistant 2 provided a working solution for validating email addresses using regular expressions in Python. Their code is accurate, efficient, and easy to understand. Both solutions are very similar, with only minor differences in variable names and print statements.\n\nStrengths:\n- Both solutions correctly implement the given problem statement.\n- The code is accurate and efficient in both cases.\n- Both solutions include clear and concise comments that explain the code's logic and functionality.\n\nWeaknesses:\n- Both solutions use a simple regular expression that may not cover all edge cases for email validation. However, this is acceptable for a basic email validation implementation.\n\nSuggestions for improvement:\n- Both solutions could benefit from a more comprehensive regular expression that covers more edge cases for email validation. However, this is not a requirement for the given problem statement.\n- Assistant 2's solution could be improved by wrapping the email validation code in a function, similar to Assistant 1's solution. This would make the code more modular and reusable.", "score": [8.0, 8.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "H9nS4Gsoe6nK5q2ebuhRk7", "question_id": 64, "answer1_id": "8LjpXk6Va5L2FBEwTU9YJ6", "answer2_id": "Ra9eTcAuNZPkPRnaHiQrak", "text": "8 4\n\nAssistant 1:\nStrengths:\n- The code is simple and easy to understand.\n- The dynamic programming approach is implemented correctly using a list to store Fibonacci numbers.\n- The code is efficient and will work well for large values of n.\n- The example usage is helpful for understanding the function's usage.\n\nWeaknesses:\n- The code could benefit from more comments explaining the logic and functionality.\n\nSuggestions for improvement:\n- Add comments to explain the logic and functionality of the code.\n\nAssistant 2:\nStrengths:\n- The code attempts to use dynamic programming with a memoization table.\n- The base case for n = 0 and n = 1 is handled correctly.\n\nWeaknesses:\n- The code does not actually use the memoization table, making it inefficient for large values of n.\n- The recursive calls to the function do not use the memoization table, leading to redundant calculations.\n- The code structure is more complex than necessary.\n\nSuggestions for improvement:\n- Use the memoization table to store and retrieve previously calculated Fibonacci numbers.\n- Simplify the code structure by removing the unnecessary memoization table initialization and using a list to store Fibonacci numbers, similar to Assistant 1's approach.", "score": [8.0, 4.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "AeohqWsGLDJmqX83xZmNPF", "question_id": 65, "answer1_id": "BLC8fhAUeahFfrjBRiL9tx", "answer2_id": "5mbEFLEnEx8Cm2wEF8WAbM", "text": "9 8.5\n\nBoth Assistant 1 and Assistant 2 provided correct and efficient implementations of the binary search algorithm. Their code is readable and well-structured. However, there are a few differences in their submissions.\n\nAssistant 1:\n- The code is clear and easy to understand.\n- The example usage provided is helpful for understanding how to use the function.\n- The variable names \"left\" and \"right\" are more descriptive than \"start\" and \"end\" used by Assistant 2.\n\nAssistant 2:\n- The code is also clear and easy to understand.\n- The explanation of the algorithm is more detailed, which is helpful for understanding how the algorithm works.\n- The variable names \"start\" and \"end\" are less descriptive than \"left\" and \"right\" used by Assistant 1.\n\nSuggestions for improvement:\n- Assistant 1 could provide a more detailed explanation of the algorithm, similar to Assistant 2.\n- Assistant 2 could use more descriptive variable names, such as \"left\" and \"right\", as used by Assistant 1.\n- Both assistants could add comments within the code to explain the logic and functionality of each step.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "PhJVYMN4t8GbM7hsxJm47V", "question_id": 66, "answer1_id": "NAH245JGvMWF24FWZJagYp", "answer2_id": "KLbBzjbuwq4agAESQ9Wfpq", "text": "8 5\n\nAssistant 1:\nStrengths:\n- The code is well-structured and easy to read.\n- The implementation is correct and efficient.\n- The comments are helpful and explain the code's logic and functionality.\n- The code adheres to proper coding standards and best practices.\n\nWeaknesses:\n- The code could benefit from a few more comments, especially for the `enqueue` and `dequeue` methods.\n\nSuggestions for improvement:\n- Add more comments to explain the logic behind the `enqueue` and `dequeue` methods.\n\nAssistant 2:\nStrengths:\n- The code is readable and has a clear structure.\n- The `peek` and `is_empty` methods are implemented correctly.\n\nWeaknesses:\n- The implementation of the `enqueue` and `dequeue` methods is incorrect, as it does not use two stacks to implement the queue.\n- The code does not adhere to proper coding standards and best practices, as it uses a mix of Python and C++ syntax.\n- The comments are not as helpful as they could be, and there are no comments for the `peek` and `is_empty` methods.\n\nSuggestions for improvement:\n- Correct the implementation of the `enqueue` and `dequeue` methods to use two stacks.\n- Ensure that the code uses consistent syntax, preferably Python syntax.\n- Add more comments to explain the logic behind the `peek` and `is_empty` methods.", "score": [8.0, 5.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "gJz8gj8qVa2Co9HSotcUUQ", "question_id": 67, "answer1_id": "NKXTwB3WtfFcmQZbTxBP5o", "answer2_id": "ganAwetd9VTzEAiTtsskzX", "text": "7 5\n\nAssistant 1:\nStrengths:\n- The code is easy to read and understand.\n- The function works correctly for the given problem statement.\n- The example provided is helpful for understanding the code's functionality.\n\nWeaknesses:\n- The code uses an extra data structure (the 'common' list) which is against the problem statement's requirement.\n- The nested loops can be inefficient for large arrays.\n\nSuggestions for improvement:\n- To avoid using an extra data structure, you can print the common elements directly instead of appending them to a list.\n- Consider using a more efficient algorithm, such as sorting the arrays and using two pointers to find common elements.\n\nAssistant 2:\nStrengths:\n- The code is easy to read and understand.\n- The example provided is helpful for understanding the code's functionality.\n\nWeaknesses:\n- The code uses an extra data structure (the 'result' list) which is against the problem statement's requirement.\n- The nested loops can be inefficient for large arrays.\n- The code does not handle duplicate elements in the arrays, resulting in duplicate common elements in the output.\n\nSuggestions for improvement:\n- To avoid using an extra data structure, you can print the common elements directly instead of appending them to a list.\n- Consider using a more efficient algorithm, such as sorting the arrays and using two pointers to find common elements.\n- Add a check to ensure that duplicate common elements are not printed.", "score": [7.0, 5.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "HnmQ6NkCSS8sumGzBnwkgo", "question_id": 68, "answer1_id": "5P7wPyrNwBrHNdJNrETS5h", "answer2_id": "LG6szQ3cqNRzUjXtZtXG94", "text": "First, I will solve the problem independently:\n\nf(x) = 5x^3 - 2x + 3\n\nf(2) = 5(2)^3 - 2(2) + 3\nf(2) = 5(8) - 4 + 3\nf(2) = 40 - 4 + 3\nf(2) = 39\n\nNow, I will evaluate the problem-solving process of Assistant 1 and Assistant 2:\n\nAssistant 1:\nf(2) = 5(2)^3 - 2(2) + 3\nf(2) = 5(8) - 4 + 3\nf(2) = 40 - 1\nf(2) = 39\n\nAssistant 2:\nf(2) = 5(2)^3 - 2(2) + 3\nf(2) = 5 * 8 - 2 + 3\nf(2) = 41 - 2 + 3\nf(2) = 40\n\nAssistant 1 has the correct answer and followed the correct steps. Assistant 2 made a mistake in the second step, where they incorrectly calculated 5 * 8 - 2 as 41 instead of 40. This led to an incorrect final answer of 40.\n\nScores:\nAssistant 1: 10\nAssistant 2: 6\n\nAssistant 1 performed better in this case.", "score": [10, 6], "reviewer_id": "gpt-4-0328-math", "metadata": {}}
+{"review_id": "c5XdU8rAprsY8V5j7CGAe2", "question_id": 69, "answer1_id": "UmnL4WoucBduFpX4jptkNU", "answer2_id": "LHMnXGbSZubeZJcr5fgrte", "text": "First, I will solve the problem independently:\n\n3x + 10 = 5(x - 2)\n\n3x + 10 = 5x - 10  (use the distributive property)\n\n-2x = -20 (subtract 3x from both sides)\n\nx = 10 (divide both sides by -2)\n\nTherefore, x = 10.\n\nNow, I will evaluate the problem-solving process of Assistant 1 and Assistant 2:\n\nAssistant 1:\nThe steps provided by Assistant 1 are correct, and the final answer is x = 10.\n\nAssistant 2:\nThe steps provided by Assistant 2 are incorrect. The assistant made an error in step 2 by subtracting 5x from both sides, which resulted in an incorrect equation. The rest of the steps are also incorrect due to this initial error.\n\nScores:\nAssistant 1: 10\nAssistant 2: 1\n\nAssistant 1 performed better and provided the correct solution to the problem.", "score": [10, 1], "reviewer_id": "gpt-4-0328-math", "metadata": {}}
+{"review_id": "3T6zyEyabtCSmED9WgtDSm", "question_id": 70, "answer1_id": "Hymm673GkY5tXNaTFeNUBZ", "answer2_id": "TGENVWL5iAYi4NCf5jAzKy", "text": "First, I will solve the problem independently:\n\nThe distance formula is given by:\n\ndistance = sqrt((x2 - x1)^2 + (y2 - y1)^2)\n\nPlugging in the coordinates of the given endpoints, we get:\n\ndistance = sqrt((10 - 2)^2 + (4 - (-2))^2)\ndistance = sqrt(8^2 + 6^2)\ndistance = sqrt(64 + 36)\ndistance = sqrt(100)\ndistance = 10\n\nNow, I will examine the problem-solving process of Assistant 1 and Assistant 2:\n\nAssistant 1:\nThe steps followed by Assistant 1 are correct, and the final answer is also correct.\n\nAssistant 2:\nThe steps followed by Assistant 2 are incorrect. The mistake occurs in the calculation of the differences between the coordinates:\n\nIncorrect: sqrt((10 - 2)^2 + (4 - (-2))^2) = sqrt(18^2 + 4^2)\nCorrect: sqrt((10 - 2)^2 + (4 - (-2))^2) = sqrt(8^2 + 6^2)\n\nThe final answer provided by Assistant 2 is incorrect.\n\nScores:\nAssistant 1: 10\nAssistant 2: 4\n\nAssistant 1 performed better in this case, as they followed the correct steps and provided the correct answer. Assistant 2 made a calculation mistake in the distance formula, leading to an incorrect answer.", "score": [10, 4], "reviewer_id": "gpt-4-0328-math", "metadata": {}}
+{"review_id": "2FNQ97Hnop7zu525REHpPh", "question_id": 71, "answer1_id": "PUzddJ35E3WsM7BDQ9E59i", "answer2_id": "kc9oytarvqyNVVfGZz93EL", "text": "9 9.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate responses to the user's request for a formal email proposing a joint venture. Both responses included appropriate greetings, introductions, and explanations of the proposed partnership. Assistant 2's response was slightly more detailed, including the proposal of establishing a new jointly-owned company and suggesting a meeting to discuss the proposal further. However, both responses were of high quality and would be useful to the user.", "score": [9.0, 9.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "jbBS3mJXgYxGnnjhamALro", "question_id": 72, "answer1_id": "6Q72hZCtDkgq379yhdmN5N", "answer2_id": "NxstpvVEnGMny3jECtvrw2", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate resignation letter samples. They both addressed the user's request to leave on good terms and express gratitude for the opportunities provided. The level of detail in both responses is appropriate, and both letters are well-structured and professionally written. It is difficult to differentiate between the two responses in terms of quality, as both are excellent examples of resignation letters.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "TzDXKHsob9xTKFdvCMvyVn", "question_id": 73, "answer1_id": "ReXnHy9C8SwcYPAep6gvJg", "answer2_id": "XN9NBpeQJiQqGT5UYkys7N", "text": "9 9\n\nBoth Assistant 1 and Assistant 2 provided well-structured, detailed, and relevant formal letters of recommendation for a student applying to a prestigious graduate program in computer science. Both letters included essential elements such as the sender's and recipient's information, a clear introduction, a thorough explanation of the student's academic achievements, and a strong conclusion. Both letters were accurate, relevant, and helpful in addressing the user's request. Therefore, I believe both assistants deserve a score of 9.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "X2tMhW8rQLckXYViCjz5ZM", "question_id": 74, "answer1_id": "cKk5zZe8yYY4JH3kr5pGXG", "answer2_id": "3qMqAZcfHUVUTEJnMXT8Pw", "text": "8 9\nBoth assistants provided relevant and detailed responses to the user's request. Assistant 1's email was well-structured and included benefits and features of the software solution, as well as a special introductory offer. However, Assistant 2's response was slightly more precise, as it mentioned the target audience and market, and provided a clearer list of key features. Additionally, Assistant 2's email was more personalized by mentioning the company name and offering a demo. Both emails were helpful and accurate, but Assistant 2's response was more comprehensive and tailored to the user's request.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "EcpwAYWnZD8YF8kvKNAwBy", "question_id": 75, "answer1_id": "c5rwA3cPjytSGcn7H8dZ6Q", "answer2_id": "hMXjd228Mc8pnc7zgd2frG", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate responses to the user's question. Assistant 1's response was slightly more detailed, including information about the cause of the delay, the steps taken to resolve the issue, and measures to prevent future delays. Assistant 2's response was also well-written and addressed the issue, but it lacked the specific details about the cause and resolution that Assistant 1 provided. Overall, both responses were of high quality, but Assistant 1's response was more comprehensive and informative.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "LQhfYPFfLcwFPAb5KCJzmS", "question_id": 76, "answer1_id": "XZGPtBo86KfF9REZ36s2X5", "answer2_id": "gUEd9nNepqy8nsfbypscHx", "text": "9 8\nAssistant 1 provided a well-structured script for a YouTube video, including visual cues and narration, which made it more engaging and informative. The response covered the origins of jazz, its evolution, and its cultural significance, as well as mentioning jazz festivals and clubs. Assistant 2 also provided a good response, discussing the history and cultural significance of jazz, its influence on other genres, and its role in the civil rights movement. However, Assistant 2's response was less engaging and lacked the visual cues and structure of a video script, which is why Assistant 1 received a higher score. Both responses were relevant, accurate, and detailed, but Assistant 1's response was better suited for a YouTube video script.", "score": [9.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "M8dSLebM2csXbgXd5r59X2", "question_id": 77, "answer1_id": "DRncHCsdGji756efDhacUT", "answer2_id": "nZZyn3SAvU8T2BVR73LMHC", "text": "9 9\nBoth Assistant 1 and Assistant 2 provided engaging and well-written travel blog posts about a recent trip to Hawaii. They both highlighted cultural experiences, such as attending a luau and watching hula performances, and must-see attractions like Waikiki Beach and Haleakala National Park. The level of detail and accuracy in both responses was excellent, and both assistants effectively conveyed the excitement and beauty of a trip to Hawaii. It is difficult to choose one over the other, as both responses were equally helpful, relevant, and engaging. Therefore, both assistants receive a score of 9.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "APtBcAMY9tVW7nyE4g2ZAA", "question_id": 78, "answer1_id": "Y5rCQHHDA6WNfhRcB6QboG", "answer2_id": "YM4qjUM5VfmWnzM3HXRB4G", "text": "9 8.5\nBoth Assistant 1 and Assistant 2 provided captivating movie reviews for a recently released science fiction film. Assistant 1's response was slightly more detailed and engaging, with a more in-depth discussion of the plot, characters, and special effects. The review also mentioned the character development and growth throughout the film. Assistant 2's response was also well-written and engaging, but it was slightly less detailed in comparison. Both reviews were relevant, accurate, and helpful, but Assistant 1's response had a slight edge in terms of depth and detail.", "score": [9.0, 8.5], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "Z5Rhru7as3Yhk8ZXjzfPe4", "question_id": 79, "answer1_id": "Lea4wh5n6GsEkBnKsntN64", "answer2_id": "WcbzNkzu5q66QkK92NxmGB", "text": "9 8\nAssistant 1 provided a well-structured podcast script with clear sections, covering the music industry before streaming, the rise of streaming platforms, their impact on artists and the industry, and the future of music streaming. Assistant 2 also provided a good podcast script, but it was less detailed and structured compared to Assistant 1. Assistant 1's response was more comprehensive and organized, making it easier to follow and understand the flow of the podcast.", "score": [9.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "kw3p4X9zBGtVDfPDRoJwRE", "question_id": 80, "answer1_id": "gdLxzcypTeuD6ToC6HWnXh", "answer2_id": "Tfm4f2mbpKJsa8MT6exs8D", "text": "9 9\n\nBoth Assistant 1 and Assistant 2 provided well-written and detailed symphony concert reviews that discussed the orchestra's performance and the overall audience experience. Both reviews were engaging and captured the essence of a symphony concert, making it difficult to differentiate between the two in terms of helpfulness, relevance, accuracy, and level of detail. Therefore, both assistants receive a score of 9.", "score": [9.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
diff --git a/llava/eval/table/review/review_llama-13b_vicuna-13b.jsonl b/llava/eval/table/review/review_llama-13b_vicuna-13b.jsonl
new file mode 100644
index 0000000000000000000000000000000000000000..fc29a0b6b7d828b1b243efedb17b89ea02e2c602
--- /dev/null
+++ b/llava/eval/table/review/review_llama-13b_vicuna-13b.jsonl
@@ -0,0 +1,80 @@
+{"review_id": "WFp5i5yjjFethrgugKTDmX", "question_id": 1, "answer1_id": "J3UA6eGXGyFeUGqGpP3g34", "answer2_id": "cV4zXygaNP6CXEsgdHMEqz", "text": "9 8\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question about improving time management skills. Assistant 1 offered a more detailed list of strategies, with 16 points, while Assistant 2 provided a slightly shorter list with 7 points. Both assistants covered similar topics, but Assistant 1 included additional suggestions such as managing stress, getting enough sleep, and striking a balance. Assistant 2's answer was well-structured and concise, but Assistant 1's response was more comprehensive, which is why Assistant 1 receives a 9 and Assistant 2 receives an 8.", "score": [9.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "VFr7STcg4Yss7qHrgKZtJ2", "question_id": 2, "answer1_id": "jZVDNTtFnNNd6vgkGjzAGa", "answer2_id": "3zpPUeoVsPWXtKMV7cAhZ6", "text": "9 8\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate answers to the question about effective ways to deal with stress. Assistant 1 provided a more detailed response with 10 suggestions, while Assistant 2 provided 8 suggestions. Both assistants covered similar points, such as exercise, relaxation techniques, social support, and seeking professional help. Assistant 1, however, included additional suggestions like improving time management and developing a support network, which added more value to their response. Therefore, Assistant 1 receives a 9, and Assistant 2 receives an 8.", "score": [9.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "4cn29wYPaXYEyypZC5UBFh", "question_id": 3, "answer1_id": "NbSxRXf8Yuvjr7HC6AvrPw", "answer2_id": "6xpiZJE4vxxGqjRogPfBk7", "text": "4 8\nAssistant 1's response is repetitive and contains several incorrect statements, making it less helpful and accurate. Assistant 2's response is more concise, accurate, and relevant, providing a clear comparison between Python and JavaScript, which makes it more helpful and informative.", "score": [4.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "QfbSxZhq2a3unPfDqPXWzm", "question_id": 4, "answer1_id": "E9zrPDdncYvAebEaxiPXfx", "answer2_id": "abitTVu2Dz8rdMxyThvFyJ", "text": "8 9\nBoth assistants provided helpful and relevant tips for increasing productivity while working from home. Assistant 1's response was well-organized and concise, covering important aspects such as setting up a workspace, blocking distractions, taking breaks, avoiding multitasking, having an organized schedule, and setting goals. Assistant 2's response was more detailed and covered additional points such as getting dressed for work, scheduling meetings, and staying connected with colleagues and loved ones. While both responses were accurate and useful, Assistant 2's answer was more comprehensive and provided a slightly better level of detail, which is why it received a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "ZhokYAotAEkh6QQMkjJeDi", "question_id": 5, "answer1_id": "36TYpADDHAfRvtvKitfSXR", "answer2_id": "UMZod8JaWia9KB2EVXdYrF", "text": "7 9\nAssistant 1 provided a brief and simple explanation of quantum computing, mentioning the use of qubits and the advantage of quantum computers in solving certain problems more efficiently. However, the response lacked depth and details. Assistant 2, on the other hand, provided a more comprehensive explanation, covering the basics of quantum computing, the use of qubits, and the different approaches to building quantum computers. The response also mentioned potential applications of quantum computing, making it more informative and helpful overall.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "RWRpNF3RZiurzyAKHRggx4", "question_id": 6, "answer1_id": "8vtLLYRM352mZ8PXXbwzBT", "answer2_id": "WXRCqF34f4UUJzd3xbgAqT", "text": "8 10\nAssistant 1 provided a brief and accurate response, but it lacked details and only mentioned the difference in amino acid profiles. Assistant 2, on the other hand, provided a more comprehensive answer, discussing nutritional value, absorption, sustainability, health effects, ethical considerations, and cost. This made Assistant 2's response more helpful and informative, earning it a higher score.", "score": [8.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "ngDhYdQ3bPkbvctvpoJoxJ", "question_id": 7, "answer1_id": "mrCniyWYvAtxWhgMdXq2BG", "answer2_id": "JREJbG5ZKXCNMoWoiJQxbC", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful and relevant information on how to develop critical thinking skills. Assistant 1 offered four suggestions, while Assistant 2 provided a more detailed list of ten tips. Both answers were accurate and relevant to the question. However, Assistant 2's response was more comprehensive and provided a wider range of strategies, which is why it receives a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "efxZ8mmetiunsqv5AVCcKD", "question_id": 8, "answer1_id": "S8fmdbvpvbgTUyDU9V3M3N", "answer2_id": "mmVwmX6TGJ2Y72gCNac4EQ", "text": "7 9\nAssistant 1 provided a relevant and accurate response, but it was limited in detail and only focused on one major challenge, which is the lack of skilled teachers. On the other hand, Assistant 2 provided a more comprehensive and detailed answer, covering a wide range of challenges faced by the education sector today, such as access and affordability, quality and standards, technology integration, curriculum development, teacher training and development, accountability and assessment, equity and inclusion, and sustainability. This makes Assistant 2's response more helpful and informative for the user.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "PmxhqvF7E6Z6YmQBHW8SB6", "question_id": 9, "answer1_id": "KmuNjvNKRyaFwaBZTLArcG", "answer2_id": "DMTZyzd4rRAFV43xtBJ9ns", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful and relevant answers to the question. Assistant 1 listed eight factors influencing consumer behavior, while Assistant 2 listed six factors. Both answers covered psychological, social, economic, and marketing factors. However, Assistant 2's response was more concise and better organized, making it easier to understand. Assistant 1's answer had some redundancy, such as mentioning reference groups and family twice in different categories. Overall, Assistant 2 provided a slightly better response due to its clarity and organization.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "9iqa3D5izqdMoruHKiihWk", "question_id": 10, "answer1_id": "HNNT9k5htiMeRwNSD6dcz4", "answer2_id": "dETAsj4xHnUCSTkZezz8aM", "text": "7 9\nAssistant 1 provided a list of conflict resolution strategies but did not elaborate on them, making the answer less detailed and informative. Assistant 2, on the other hand, provided a more comprehensive list of strategies with clear explanations, making it more helpful, relevant, and accurate. Therefore, Assistant 2 receives a higher score.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "7e22Cc8mBiHN9uszBKvh8A", "question_id": 11, "answer1_id": "ChXjhDDikxU9FV3CADs6Ym", "answer2_id": "C8ksZxg3LshMUWiLxPanbt", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful and relevant information regarding the implications of using single-use plastic bottles versus reusable bottles on the environment and human health. Assistant 1 focused on the environmental problems caused by single-use plastic bottles and briefly mentioned the health risks associated with the chemicals used in their manufacturing. Assistant 2 provided a more comprehensive response, covering both environmental and health impacts in greater detail, and also mentioned the benefits of using reusable bottles. Assistant 2's response was more structured and provided a clearer overview of the topic, which is why it received a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "oJVZyBDNFhHuRPkUqf3qEC", "question_id": 12, "answer1_id": "5wsPnN3VmmSkahgugFNo7u", "answer2_id": "NeHhRc5P5uAU8eWSJBRkhG", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful and relevant information in their responses. Assistant 1 focused on the needs of people with disabilities, mentioning accessible stops, routes, vehicles, ramps, elevators, signage, facilities, and information. However, Assistant 2 provided a more comprehensive response, addressing not only accessibility for people with disabilities but also considering seniors and those without personal vehicles. Assistant 2 also mentioned route design, scheduling, customer service, information and communication, safety, and affordability, which makes their response more detailed and well-rounded. Therefore, Assistant 2 receives a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "dKQtFqgZw9Uk7GsD9oCpJF", "question_id": 13, "answer1_id": "NRGZGnU2sPN3ShMe9C3fMn", "answer2_id": "KAJ7UVwu8oCKyxZj9j82pm", "text": "7 9\nAssistant 1 provided a response that focused solely on fiscal policy and did not address monetary policy, which is an important aspect of the question. The response also incorrectly categorized interest rate changes as fiscal policy, when they are actually part of monetary policy. Assistant 2 provided a more comprehensive answer, covering both fiscal and monetary policies and their respective examples. Assistant 2 also mentioned the potential consequences of using these policies, which adds to the quality of the answer. Therefore, Assistant 2 receives a higher score for a more accurate and complete response.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "nMw34PnYdGMNbLEiNwJ8mb", "question_id": 14, "answer1_id": "inKimHkWsXShQBTRmxr5Yg", "answer2_id": "NnWfaeRe8PmitgmV4u5fY8", "text": "8 10\nAssistant 1 provided a relevant and accurate response, but it was quite brief and lacked specific examples. Assistant 2, on the other hand, offered a more detailed and comprehensive answer, including specific ways in which language and cultural barriers can affect communication and relationships in multicultural societies. This made Assistant 2's response more helpful and informative, earning it a higher score.", "score": [8.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "iDS9f8GfKKavmsTwE4qMLp", "question_id": 15, "answer1_id": "H8aKtWwf8m6Lgxc2YyR2yf", "answer2_id": "WiGpqKRRwWonwgU95piNNc", "text": "7 9\nAssistant 1 provided a list of applications of AI in healthcare, but did not specifically describe a scenario as requested. The answer was relevant and accurate, but not as detailed as it could have been. Assistant 2, on the other hand, provided a more comprehensive response, describing a scenario where AI is used to analyze patient data, automate routine tasks, monitor patients remotely, develop personalized treatment plans, and analyze medical research. The answer was more detailed, relevant, and accurate, making it a better response to the question.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "7QUNx3aR6g6LHSuNoEmcbn", "question_id": 16, "answer1_id": "PafVwxMsjSkYUETiVBgxTU", "answer2_id": "iangiZeex5ndxAXnWMrxBW", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information about the CRISPR-Cas9 gene editing technology, its potential applications, and ethical implications. Assistant 1 gave a brief overview of the process, while Assistant 2 provided a more detailed explanation, including the two repair mechanisms, HDR and NHR. Assistant 2 also discussed a wider range of potential applications and ethical concerns, making their response more comprehensive and informative. Therefore, Assistant 2 receives a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "gTqC8kz9Kbnz2LkELTzSHx", "question_id": 17, "answer1_id": "dmDUAfTP4aERJqqSeDBybu", "answer2_id": "XnMRLphzYQX4QRNht7tbui", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information about vaccinations and herd immunity. Assistant 1 gave a brief explanation of how vaccinations work and what herd immunity is, which is useful for a quick understanding. However, Assistant 2 provided a more detailed response, explaining the concept of herd immunity in greater depth, including the critical threshold needed for herd immunity to be effective. Assistant 2 also emphasized the importance of vaccinations for both individuals and the community, which adds value to the response. Overall, Assistant 2's answer was more comprehensive and informative, earning a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "bdRgXZzZVxLiweFqFnJipG", "question_id": 18, "answer1_id": "8KGSSqbLqVdSZMEN9oCv5R", "answer2_id": "HZc37bwy646mRzbqSsDAob", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful, relevant, and accurate information about the influence of social media platforms on news consumption and the spread of misinformation. Assistant 1 focused on the speed of news access, the sharing of news within communities, the incentive for sensationalist content, and the sharing of controversial news. Assistant 2, on the other hand, provided a more detailed response, discussing personalization, virality, amplification, filter bubbles, confirmation bias, and the lack of fact-checking. Assistant 2's response was more comprehensive and covered a wider range of factors, which is why it received a slightly higher score. Both assistants, however, provided valuable insights into the topic.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "AAvjdtgEkKA35V7AWttJXh", "question_id": 19, "answer1_id": "HbnJXJpPfaM2iX3ek4Epvy", "answer2_id": "iJrMatLrMdJyyqMx9uJ45a", "text": "6 9\nAssistant 1's response started by listing a large number of interventions but failed to address the main question about how cultural, social, and economic factors influence food choices. Assistant 2, on the other hand, provided a more relevant and detailed response, discussing the impact of cultural, social, and economic factors on food choices and how this knowledge can be used to promote healthier diets. Assistant 2's response was more helpful, accurate, and relevant to the question, which is why it received a higher score.", "score": [6.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "8h5XnzGfNZSfqcnRBb5ioB", "question_id": 20, "answer1_id": "mx8Abfz5PtDcn6jgCA8zhM", "answer2_id": "oVEHqDnDTEADZSFfKgFTZd", "text": "6 9\nAssistant 1's response started off well by explaining the basic concept of natural selection but then veered off into discussing population size and genetic drift, which are not directly related to the process of natural selection. The response was not as focused and detailed as it should have been. Assistant 2 provided a much clearer and more comprehensive explanation of natural selection, detailing the steps involved in the process and how it contributes to the evolution and adaptation of species. The response was relevant, accurate, and detailed, making it more helpful overall.", "score": [6.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "CAksX9yGXbLd2gHv3Pg97a", "question_id": 21, "answer1_id": "NuS9PUGkJG2pHscArvfyeF", "answer2_id": "WLAj4u59bj2oEXzahF79ek", "text": "7 9\nAssistant 1 provided a brief and relevant response, but it lacked the detail and formality expected in a medieval knight's introduction. Assistant 2, on the other hand, offered a more comprehensive and well-structured response, including a respectful speech that showcased the knight's humility, loyalty, and dedication to the kingdom. This response was more fitting for the context of a royal banquet and demonstrated a better understanding of the medieval knight's role and etiquette.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "SKHF8XUbwstcDNeHXoGHFk", "question_id": 22, "answer1_id": "SPjzirzbzo3UJ8BHXSgY9y", "answer2_id": "fJPnM2XcRveW2zR4DDaeTb", "text": "8 9\nAssistant 1 provided a relevant and helpful response, suggesting that the crew would be motivated by the promise of treasure and the potential to become the best pirate ship in the world. However, the answer could have been more detailed and engaging. Assistant 2, on the other hand, provided a more immersive and detailed response, with a well-crafted motivational speech that touched on the crew's sense of adventure, determination, and camaraderie. The speech was engaging and relevant to the question, and the disclaimer at the beginning was a responsible touch.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "oKLigaxgtBdQkCUrYuNwNt", "question_id": 23, "answer1_id": "JkeeC4MZVwybPU8DSbusnT", "answer2_id": "fY4Xed6veWpcKfj5krZz8m", "text": "8 10\nAssistant 1 provided a relevant and accurate explanation of a soliloquy and gave an example from Romeo and Juliet, but did not create a new soliloquy as requested. Assistant 2, on the other hand, understood the request and crafted an original soliloquy in a Shakespearean style, demonstrating creativity and relevance to the question. Both assistants were helpful and provided accurate information, but Assistant 2 went above and beyond in addressing the user's request, which is why it receives a higher score.", "score": [8.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "emz8g7aZzAyeWf6GJmVcbQ", "question_id": 24, "answer1_id": "UcfKSXuzBPkZzLHsH4EwQz", "answer2_id": "LqFJA2JQbBXP77nkYjtrZK", "text": "4 9\nAssistant 1's response was not relevant to the question, as it focused on the AI's own origin story rather than providing an explanation of a superhero's origin story for a curious child. Assistant 2, on the other hand, provided a relevant and engaging response that explained the origin story of a superhero in a manner that a child could understand. The response was detailed, accurate, and demonstrated empathy and compassion, which are important qualities for a superhero.", "score": [4.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "CY8hhNosMQqsLCJi8PwE8J", "question_id": 25, "answer1_id": "cEGdo69FwL2Y3teYkMk9Gp", "answer2_id": "WxCKcRstJPXTXnqEzSX3Hg", "text": "8 9\nBoth assistants provided helpful, relevant, and accurate information about the technological advancements from the year 3000. Assistant 1 focused on five advancements, while Assistant 2 provided a more detailed response with six advancements. Assistant 2's response was more comprehensive, covering a wider range of technologies and providing more context for each advancement. This is why Assistant 2 received a slightly higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "idohdDHu3UbYHVem9vpHzG", "question_id": 26, "answer1_id": "W28UtVDZTcWwa8TmeruRn4", "answer2_id": "dgPJ7DvtFHD7mxtRwzM3vW", "text": "6 9\nAssistant 1's response was confusing and contained several inconsistencies, making it difficult to understand the winning play. Assistant 2, on the other hand, provided a clear and engaging description of the winning play, capturing the excitement and drama of the final moments of a championship game. Assistant 2's response was more helpful, relevant, accurate, and detailed, earning a higher score.", "score": [6.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "BDya8NbCTo9jFshoiP5yuF", "question_id": 27, "answer1_id": "j65UyAfRdAcWBAEinXJzBK", "answer2_id": "ADX83sWvjJkewJX6JmYUzQ", "text": "7 10\nAssistant 1 provided a brief and general description of a chicken fried rice dish, but it lacked the depth and detail expected from a world-famous chef describing their signature dish. Assistant 2, on the other hand, delivered a more engaging, detailed, and eloquent response that showcased the chef's passion, creativity, and technique. The description of flavors, textures, and presentation in Assistant 2's response was more immersive and convincing, making it a better overall performance.", "score": [7.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "FmKtMUW7zJovkwFfoqbD5T", "question_id": 28, "answer1_id": "VWuywPvFPK42ZxmHpmQ27y", "answer2_id": "ihNG3rwsrt95NDhCAFeSDR", "text": "6 9\nAssistant 1's response was somewhat helpful but lacked accuracy and detail in describing the view from the summit of Mount Everest. The description of green trees and bushes is not accurate, as the summit is covered in snow and ice. Assistant 2 provided a more accurate and detailed response, describing the emotions a climber might feel and the breathtaking view from the summit. Additionally, Assistant 2 mentioned the importance of proper training, experience, and equipment, which adds value to the response.", "score": [6.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "TeDK6wCoeXdgfQt8y4GSv4", "question_id": 29, "answer1_id": "AUWSLTAvGV5sP9qLsVyzjT", "answer2_id": "Gmhqf3z4LvVfwPNFJ89BKd", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided relevant and detailed responses to the user's question. Assistant 1 focused more on the environmental challenges of living on Mars, such as temperature, gravity, and the thin atmosphere. They also discussed the challenges of isolation, boredom, and stress. Assistant 2 provided a more structured response, outlining a daily routine and addressing the challenges faced in each aspect of the day. Both assistants mentioned the importance of food and communication with Earth. Assistant 2's response was slightly more helpful as it provided a clearer picture of daily life on Mars and addressed the mental health aspect of living on another planet.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "4PncefRDDBxughK6btkF8X", "question_id": 30, "answer1_id": "GZtEdKLxmUUbenH4XRyLkE", "answer2_id": "gSwkKJCn6qDnNZond2xVJ3", "text": "4 9\nAssistant 1's response was not helpful or relevant to the question, as it did not provide any description of a character in a post-apocalyptic world, their survival, or the allies they encounter. Instead, it provided instructions on how to answer the question, which was not what the user asked for. Assistant 2, on the other hand, provided a detailed and relevant response that described a character's survival in a post-apocalyptic world, their alliances, and their encounters with other survivors. The response was engaging and painted a vivid picture of the character's experiences, making it a much better answer to the user's question.", "score": [4.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "XyNjnkLJfqYKP6oa98qJ3t", "question_id": 31, "answer1_id": "kba2Xpb75rUfnskZSzrBas", "answer2_id": "8RaBeMjxx2bCp2GKWv7YiP", "text": "6 9\nAssistant 1's response was less detailed and less accurate, as it only mentioned the crowd as an indicator of a restaurant's popularity among locals or tourists. Assistant 2, on the other hand, provided a more comprehensive list of factors to consider, such as crowd composition, reservations, parking, pricing, and menu offerings. Additionally, Assistant 2 explained the usefulness of this information in terms of personal preferences, time of year, recommendations, and price range. Overall, Assistant 2's response was more helpful, relevant, accurate, and detailed than Assistant 1's response.", "score": [6.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "TsVnQN38oyCHbFPm54rGsq", "question_id": 32, "answer1_id": "RCaptsMBYXseVJgjJyyvUh", "answer2_id": "C65PZkmAfFfWRs4bPhyKqg", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful and relevant answers to the question. Assistant 1 listed six subtle clues, while Assistant 2 provided six as well but with more detailed explanations. Assistant 2's answer also included more diverse clues, such as interrupting or talking over others and aggressively defending their position. Assistant 1's answer had some redundancy, such as points 3 and 6, which could have been combined. Overall, Assistant 2's response was more comprehensive and detailed, which is why it receives a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "RWooMSFE499SFJvkcdhvtG", "question_id": 33, "answer1_id": "2CeidEr7Cjj6YgcuaiPgnN", "answer2_id": "4so4HTEjgDZKTqNAgkHHQX", "text": "7 9\nAssistant 1 provided a relevant answer, but it was not as detailed and comprehensive as Assistant 2's response. Assistant 2 listed several reasons why someone might choose to use a paper map or ask for directions instead of relying on a GPS device or smartphone app, covering aspects such as preference, planning, reliability, safety, and privacy. This made Assistant 2's answer more informative and helpful compared to Assistant 1's response, which only mentioned the general idea of seeing the big picture.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "94Qr8aVXJeB5mG2o9reTVa", "question_id": 34, "answer1_id": "kpStLLNWNkGHyRFdKsmDds", "answer2_id": "FCYaiexEzdoLFPAwvTgDDm", "text": "8 10\nAssistant 1 provided a relevant answer, but it was less detailed and focused mainly on the person's actions and tone of voice. Assistant 2, on the other hand, provided a more comprehensive response, listing five specific clues to look for when determining if someone is genuinely interested in a conversation or simply being polite. This answer was more helpful, accurate, and detailed, which is why Assistant 2 receives a higher score.", "score": [8.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "bf6Gu6BoDbhVVYH7BerRFC", "question_id": 35, "answer1_id": "PFtMQp4X4MrMYkEa8c8CKG", "answer2_id": "76EPQDh4ZNxBMGqED9LEFi", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful and relevant answers to the question. Assistant 1 focused on supporting the local community, flexibility, and eco-friendliness, while Assistant 2 provided a more detailed list of reasons, including supporting the local community, personal connection, unique products, sustainability, customer service, and prestige. Assistant 2's answer was more comprehensive and covered a wider range of reasons, which is why it received a slightly higher score. However, both answers were accurate and relevant to the question.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "jFqudZJFnj8DsYtWepyr8w", "question_id": 36, "answer1_id": "4JwjhR5QVsdYgQupSZrfUp", "answer2_id": "cvBg3gyCyDuyESof3YXhTE", "text": "8 9\nBoth Assistant 1 and Assistant 2 provided helpful and relevant information on assessing the credibility of a source of information. Assistant 1 focused on checking the publisher's reliability, the author's credentials and background, and the credibility of the sources cited in the article. Assistant 2 provided a more detailed and structured response, listing seven specific steps to assess credibility, including checking the author's credentials, publication's reputation, objectivity, supporting evidence, date of publication, corroboration, and maintaining skepticism. Assistant 2's response is more comprehensive and actionable, which is why it receives a higher score.", "score": [8.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "WVQdm2vKM58JfqENPtDoZV", "question_id": 37, "answer1_id": "ednPMy4dvW9CgKg2PJsBqW", "answer2_id": "kRgfUJ7qqkyZUnLd2fnnaX", "text": "7 9\nAssistant 1 provided a brief and general answer, mentioning that people enjoy being scared because it can be exciting and exhilarating, while others avoid it because it can be unpleasant and frightening. However, Assistant 2 provided a more detailed and comprehensive response, discussing various factors such as brain chemistry, life experiences, personality traits, cultural factors, and learning. Assistant 2's answer is more helpful and informative, which is why it receives a higher score.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "7iXRhpSdjNTnDCokDUiQkv", "question_id": 38, "answer1_id": "ehPApSqCniyGN7hd332ToW", "answer2_id": "J3YuizKcHQ74ydNyCcwgwu", "text": "7 9\nAssistant 1 provided a relevant and helpful response, but it was quite brief and only offered a single example. Assistant 2, on the other hand, provided a more detailed and comprehensive answer, explaining how culture is learned and transmitted through social interactions, and offering examples of different cultural norms. Assistant 2 also mentioned the importance of observing reactions and responses to different situations, which adds more depth to the answer. Therefore, Assistant 2 receives a higher score for providing a more thorough and informative response.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "AqhznsybzBuLPTHNsjY8Aw", "question_id": 39, "answer1_id": "bLvdcqSwgSCrUPZ8eQLLqb", "answer2_id": "abWLpFojLpNPfDGHpuRSUG", "text": "8 10\nAssistant 1 provided a brief but relevant response, touching on some benefits of space exploration. However, the answer lacked depth and did not address the moral obligation aspect of the question. Assistant 2, on the other hand, provided a more comprehensive and balanced response, discussing both sides of the argument and offering points to consider when forming an opinion. The answer also acknowledged the complexity and nuance of the issue, making it more helpful and informative.", "score": [8.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "RyhZiSzP5iu3JZQZ6kp5GZ", "question_id": 40, "answer1_id": "8tx5GEHjSRKZRaZwHvLoM8", "answer2_id": "Ki4fkJvsoSxuQeSoj2AcBG", "text": "7 9\nAssistant 1 provided a relevant and accurate response, but it lacked the level of detail that Assistant 2 provided. Assistant 1 mentioned the importance of balancing job creation and technological progress but did not provide specific examples or suggestions on how to achieve this balance. Assistant 2, on the other hand, provided a more comprehensive answer, discussing the potential benefits of technological progress and the importance of addressing the social and economic impacts of automation. Assistant 2 also suggested policies and programs that could help strike a balance between job creation and technological progress. Overall, Assistant 2's response was more helpful and detailed, which is why it received a higher score.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "YCoUoinB2iMTNbyyURn8b6", "question_id": 41, "answer1_id": "J6TzFQAyiHs6Arijqwxtrm", "answer2_id": "GRQjYgAapNAVqzuZR4KQpf", "text": "7 8\nAssistant 1 provided a good estimate of the number of blinks in a lifetime but made an error in the calculation. The correct calculation should be 20,000 blinks/day * 29,415 days = 588,300,000 blinks (for the lower estimate) and 30,000 blinks/day * 29,415 days = 882,450,000 blinks (for the higher estimate). Assistant 2 provided a more detailed step-by-step explanation, considering factors like sleep and varying blink rates. However, Assistant 2's calculation of 4,996,800 blinks in a lifetime seems to be incorrect, as it should be 20,000 blinks/day * 29,200 days = 584,000,000 blinks (assuming 80 years of age). Both assistants provided helpful information, but Assistant 2's response was more detailed and considered more factors, which is why it received a higher score.", "score": [7.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "Xe2MUtxdQ47DQKstUXbbV7", "question_id": 42, "answer1_id": "f7xAtd3wwc4vP7WSnHffAN", "answer2_id": "SB5a2AiK224hB927vkqvYs", "text": "6 9\nAssistant 1 provided an answer with a wide range of atoms (10^22 to 10^23) without explaining the reasoning behind the numbers. Assistant 2, on the other hand, gave a detailed explanation of the calculation process, including the assumptions made, the formulas used, and the intermediate steps. Assistant 2's response was more helpful, relevant, accurate, and detailed, which is why it receives a higher score.", "score": [6.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "RdK3FHY7HRvju6zxNdX97d", "question_id": 43, "answer1_id": "eRMyp4AbfgBqtbVZzHupFN", "answer2_id": "4XYycBrMiJgYKPof2P6xoe", "text": "7 8\nAssistant 1 provided an answer with specific numbers, but the numbers given were incorrect, stating 50 million strikes per day instead of the correct estimate of 100 million. Assistant 2, on the other hand, provided a more accurate estimate of 100 million lightning strikes per day and also explained the factors that contribute to the number of lightning strikes, such as electrical charge, weather conditions, and location. Assistant 2's response was more detailed and accurate, which is why it received a higher score.", "score": [7.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "7wcEec9TX2aNeG8qC53m2V", "question_id": 44, "answer1_id": "kjKb6YG86FfAh22qCePV4V", "answer2_id": "fpoXWHHdpv7XNBTS2NRY6d", "text": "6 8\nAssistant 1's response had some errors in calculations and assumptions, which led to an incorrect conclusion. The response assumed that 12L of helium weighs 2 pounds, which is incorrect. Assistant 2's response was more accurate and detailed, explaining that lifting a house with balloons is not feasible in real life and providing a hypothetical calculation based on the movie's technology. Although the lifting power of 100 pounds per balloon was an assumption, the response was more relevant and helpful in explaining the impracticality of the scenario.", "score": [6.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "2uaVnAXLgg4vmPVBd64p3c", "question_id": 45, "answer1_id": "ULtkGu6m6tB4tawFStVdJM", "answer2_id": "GRXWdnzLLzmeZRU67PMTb7", "text": "7 8\nAssistant 1 provided an answer with specific numbers, but the data is from 2016, which may not be accurate for the current time. However, the response does give a general idea of the scale of text messages sent globally. Assistant 2, on the other hand, explained why it is difficult to determine the exact number of text messages sent globally in a minute and provided a more detailed explanation of the factors that make it challenging to track this information. While Assistant 2 didn't provide a specific number, the response was more informative and relevant to the question, explaining the complexity of the issue.", "score": [7.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "FuWYeqPkW7do6ws6oVKDx2", "question_id": 46, "answer1_id": "C6hkCnJZmfCGvnr5an2jFh", "answer2_id": "RTxk2jYsjYiiWMwcRjmfwu", "text": "4 8\nAssistant 1's response was confusing and contained incorrect calculations, leading to an inaccurate estimate of words spoken daily on Earth. The response also focused solely on the English language, which is not representative of the entire world population. Assistant 2, on the other hand, provided a more logical and coherent explanation, considering the world population and a range of words spoken per person per day. Although the estimate provided by Assistant 2 is still rough, it is more reasonable and relevant to the question asked.", "score": [4.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "njRKU8Jcd7KMDzhZcJ6PuG", "question_id": 47, "answer1_id": "DApBTLuiJwSsfQHTioH9PY", "answer2_id": "2J2Et6W8u2kXLTUgfYrPxe", "text": "4 7\nAssistant 1 provided an incorrect and misleading answer, stating that only 200 snowflakes fall during a typical winter, which is far from accurate. Additionally, the focus on snowflake size was not relevant to the question. Assistant 2, on the other hand, provided a more detailed and relevant response, explaining the factors that influence the number of snowflakes and the difficulty in estimating an exact number. While Assistant 2 did not provide a specific number, the explanation was more helpful, relevant, and accurate, thus receiving a higher score.", "score": [4.0, 7.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "ji9DtHHwETNsxf69BH4ScL", "question_id": 48, "answer1_id": "gmy58biNVuneSpFZTcpXtT", "answer2_id": "nSGoG9Z5g5VuCXgmQJJKrq", "text": "6 8\nAssistant 1 provided an estimate of the number of published books but did not attempt to estimate the total number of pages, which was the main focus of the question. The response also mentioned that the number of books is \"peanuts\" compared to the number of books written over time, but did not provide any reasoning or evidence for this claim. Assistant 2, on the other hand, provided a step-by-step explanation of how to estimate the total number of pages in all the books ever published, using reasonable assumptions and calculations. While both assistants acknowledged the difficulty in providing an exact number, Assistant 2's response was more helpful, relevant, and detailed in addressing the user's question.", "score": [6.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "VTBkt2MJZEpv7imWL7Sztk", "question_id": 49, "answer1_id": "Cpi6LBB86W73APEA8naNuj", "answer2_id": "ScqJdUq9n5bp9qPv5WPqG5", "text": "5 8\nAssistant 1's response was confusing and contained unnecessary calculations, making it difficult to understand the reasoning. The final answer was also incorrect. Assistant 2 provided a clearer explanation and a more accurate estimate, taking into account the age of the Earth and the average distance between the Earth and the sun. However, the response could have been more precise by mentioning that life is estimated to have begun around 3.5 to 4 billion years ago, rather than using the age of the Earth itself.", "score": [5.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "bRdzrs2qxLr8oFKJXmrPoZ", "question_id": 50, "answer1_id": "3g83CoAFWrDD6V6LyEpoMV", "answer2_id": "GdLFr88pCwsGpfRBRQQkyh", "text": "4 8\nAssistant 1's response is inaccurate and seems to be based on arbitrary assumptions, resulting in an implausible estimate of 36,000 songs. Assistant 2, on the other hand, provides a more reasonable and detailed explanation, acknowledging the difficulty of estimating the exact number of songs recorded throughout history and considering various factors that contribute to the vastness and diversity of the music collection. Assistant 2's response is more helpful, relevant, and accurate, which is why it receives a higher score.", "score": [4.0, 8.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "3TAok7dw9s3F2aCWyp3bXc", "question_id": 51, "answer1_id": "8p5A4gouBgCmbQj5gMZapU", "answer2_id": "Sa7uNEbFGRFuXBAwau8sHS", "text": "7 9\nAssistant 1 provided a brief and somewhat relevant answer, but it lacked depth and detail. Assistant 2, on the other hand, provided a more comprehensive response, discussing the technological and cultural context of the Renaissance period and how it might have influenced the development of the Internet. Assistant 2 also considered the limitations of the time and how they would have affected the potential of the Internet. Overall, Assistant 2's answer was more helpful, relevant, accurate, and detailed than Assistant 1's response.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "RELThBxYkgYHs4LCozKhtx", "question_id": 52, "answer1_id": "LVWqSxH3Uq6675w7LXH6zP", "answer2_id": "T6Ar3cAEw3AmVVQTcCPp8N", "text": "7 9\nAssistant 1 provided a brief and somewhat speculative response, while Assistant 2 offered a more detailed and balanced answer. Assistant 2 discussed the potential outcomes for the Aztec civilization, such as maintaining their independence, resisting European diseases, and forming alliances with other indigenous groups. Additionally, Assistant 2 considered the possible impact on the spread of Christianity and the economy of Mexico. Overall, Assistant 2's response was more comprehensive and informative, which is why it received a higher score.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "LhyR6znMTKSq4wfco9D5Be", "question_id": 53, "answer1_id": "ffXksqRU3k8CNHqYfshYhj", "answer2_id": "KiZQev5JEk2h6JYeQnFmtM", "text": "7 9\nAssistant 1 provided a brief response that focused on the current state of the bacterium and how it would affect the modern world, which was not relevant to the question. Assistant 2, on the other hand, provided a more detailed and relevant response, discussing the potential demographic, economic, and social changes that could have occurred in Europe if the Black Death had not happened in the 14th century. Assistant 2's answer was more helpful, accurate, and relevant to the user's question, which is why it received a higher score.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "fLx8FwVXuCooBXpjuTsuwb", "question_id": 54, "answer1_id": "4L3dWuqvWwg5kELt7p8SVZ", "answer2_id": "cYiyYKKXM3GXkrZHAbX83S", "text": "6 9\nAssistant 1 provided a brief and speculative answer, stating that Newton wouldn't have discovered the law of gravity if he had focused on biology. While this is true, it doesn't provide any insight into the potential impact of Newton's work on biology. Assistant 2, on the other hand, gave a more detailed and thoughtful response, discussing the possible contributions Newton could have made to biology while acknowledging the uncertainty of such a scenario. Assistant 2 also provided context on Newton's work in other fields, making their answer more informative and comprehensive.", "score": [6.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "DCg6g39EWq7TfYh7GNc6Ti", "question_id": 55, "answer1_id": "XfpqViGW5dvauNZPDSF8yv", "answer2_id": "PQmMUdAAcBsAWmWaTvdHSU", "text": "7 9\nAssistant 1 provided a brief and general answer, stating that the world would be missing the music of one of the most successful bands in history. While this is true, it doesn't provide much detail or insight into the potential impact of the Beatles not forming. Assistant 2, on the other hand, provided a more detailed and thoughtful response, exploring various possibilities of what might have happened if the Beatles had never formed. This answer was more helpful, relevant, and accurate, as it considered different aspects of the music industry, culture, and the individual members' careers.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "EQpmLs3VURbLnTVdC2DajG", "question_id": 56, "answer1_id": "WsuMf9XBGs3dFjfSGKjEzg", "answer2_id": "PorExChQ9VeYsPJptdgtsB", "text": "7 9\nAssistant 1 provided a brief and relevant answer, but it lacked detail and depth. Assistant 2, on the other hand, gave a more comprehensive response, discussing the potential consequences of not cracking the Enigma code, the possible development of alternative strategies, and acknowledging the difficulty in predicting the exact outcome of the war without Turing's contributions. This made Assistant 2's response more helpful and informative.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "ey4ZU2o9V6S8Wsoe2e5veJ", "question_id": 57, "answer1_id": "5qo3HudLrwrzEV2Px7gYRf", "answer2_id": "249f6dSMwZRZVMmtxv6yDm", "text": "7 9\nAssistant 1 provided a brief and accurate response, mentioning the longer travel time and more dangerous waters if the Suez Canal had never been constructed. However, Assistant 2 offered a more comprehensive answer, discussing the impact on international trade, economic development, European colonization, and the significance of the canal's construction in engineering and technology. Assistant 2 also touched on the political and strategic interests surrounding the canal. Therefore, Assistant 2 receives a higher score for providing a more detailed and well-rounded response.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "bggwDqWGq27n76ytXx3shS", "question_id": 58, "answer1_id": "SRxwJkNCfUaVe4Gb8LPvSK", "answer2_id": "nxa3m6kiAZwKgcMUBY8KYz", "text": "7 9\nAssistant 1 provided a brief and general response, while Assistant 2 offered a more detailed and comprehensive answer. Assistant 2 explored the potential impact of the Maya civilization on the development of other civilizations, their possible advancements in various fields, and the potential changes in the political and cultural landscape of Mesoamerica. This makes Assistant 2's response more helpful, relevant, and informative compared to Assistant 1's response.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "eYsKC4P5j99ZiJQBKSAUfo", "question_id": 59, "answer1_id": "S54Mmyim3QT5owdhwnNYmB", "answer2_id": "DXFvhjCaKqQiBsFDCkXGMT", "text": "7 9\nAssistant 1 provided a brief background on Christopher Columbus and his discovery of the Americas, but did not directly address the question of what would have happened if he had not discovered the Americas. Assistant 2, on the other hand, provided a more detailed and relevant response, discussing the potential impacts on the indigenous peoples and the possibility of other European explorers discovering the Americas eventually. Assistant 2's response was more helpful, relevant, and accurate in addressing the user's question.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "LJtZNbRQtU9PKwHPFr3isf", "question_id": 60, "answer1_id": "8DJpwEFb5jqt3vMj5oNqVX", "answer2_id": "BCUK5VcpZK26jMJ2UMgR3E", "text": "6 9\nAssistant 1's response provided some background information on Van Gogh's life, but it did not address the hypothetical scenario of him being successful during his lifetime. Assistant 2, on the other hand, directly addressed the question and provided a thoughtful analysis of how Van Gogh's life and career might have been different if he had been successful. The response was relevant, detailed, and explored various possibilities, making it more helpful and informative than Assistant 1's response.", "score": [6.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "YJChAPeEgz5eSKT2ZKqBya", "question_id": 61, "answer1_id": "KMtqqYkDmyyThkvxXJ4kJd", "answer2_id": "JHTKBrLVTp7bv5zW2uwYVW", "text": "6 9\n\nAssistant 1:\nStrengths:\n- The answer provides a step-by-step approach to solving the problem, which can be helpful for someone who wants to understand the process.\n\nWeaknesses:\n- The answer does not provide actual code, only a list of steps.\n- The suggested use of the strstr function is not the best choice for this problem, as it can lead to incorrect results if the word is a substring of another word.\n\nSuggestions for improvement:\n- Provide actual code instead of just a list of steps.\n- Use the find function instead of strstr to search for the word in the line, and make sure to account for word boundaries.\n\nAssistant 2:\nStrengths:\n- The answer provides a complete and working code solution.\n- The code is well-structured and easy to understand.\n- The code includes helpful comments that explain the logic and functionality.\n\nWeaknesses:\n- The current implementation only counts lines containing the search string, not the actual number of occurrences of the word in the file.\n\nSuggestions for improvement:\n- Modify the code to count the actual number of occurrences of the word in the file, not just the number of lines containing the word. This can be done by using a loop to search for the word multiple times within the same line, updating the search position after each successful find.", "score": [6.0, 9.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "ixZgcMexvedv7CXnCbo3hS", "question_id": 62, "answer1_id": "MkbgwTpP5b79NWdPEnvHyq", "answer2_id": "jyzD2deb9JAffRhhkk37r5", "text": "4 7\n\nAssistant 1 provided a brief explanation of the longest common subsequence problem but did not provide any code implementation. The explanation was clear, but it would have been better to include a code example.\n\nAssistant 2 provided a code implementation for the Longest Common Subsequence (LCS) problem using dynamic programming in Python. The code is structured and includes comments explaining the logic. However, the implementation is incorrect, as it doesn't return the actual longest common subsequence but rather the length of it. The initialization of the `dp` table with `float('inf')` is also unnecessary, as it should be initialized with zeros. Here's a corrected version of the code:\n\n```python\ndef lcs(str1, str2):\n    m, n = len(str1), len(str2)\n    dp = [[0 for j in range(n+1)] for i in range(m+1)]\n\n    for i in range(1, m+1):\n        for j in range(1, n+1):\n            if str1[i-1] == str2[j-1]:\n                dp[i][j] = dp[i-1][j-1] + 1\n            else:\n                dp[i][j] = max(dp[i-1][j], dp[i][j-1])\n\n    # Reconstruct the LCS\n    lcs_str = \"\"\n    i, j = m, n\n    while i > 0 and j > 0:\n        if str1[i-1] == str2[j-1]:\n            lcs_str = str1[i-1] + lcs_str\n            i -= 1\n            j -= 1\n        elif dp[i-1][j] > dp[i][j-1]:\n            i -= 1\n        else:\n            j -= 1\n\n    return lcs_str\n\n# Example usage\nstr1 = \"banana\"\nstr2 = \"apple\"\nprint(lcs(str1, str2))  # prints \"ana\"\n```\n\nThis corrected version initializes the `dp` table with zeros and includes a section to reconstruct the LCS from the `dp` table. The example usage has also been updated to match the problem statement.", "score": [4.0, 7.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "gQHT6XKZst42mzwqKYuMNf", "question_id": 63, "answer1_id": "PSb6r567shkRasPkJagvWi", "answer2_id": "jPGHEfp7FxhDyvRA6qEN3j", "text": "6 8\n\nAssistant 1:\nStrengths:\n- The regular expression provided is mostly correct and covers a good range of valid email addresses.\n- The code is simple and easy to understand.\n\nWeaknesses:\n- The code is incomplete and missing the import statement for the 're' module.\n- The code does not handle uppercase letters in the email address.\n- The regular expression does not account for some special characters that are allowed in email addresses.\n- The explanation of the two methods (re.match and re.search) is not necessary, as both can be used to achieve the same result in this case.\n\nSuggestions for improvement:\n- Import the 're' module at the beginning of the code.\n- Update the regular expression to handle uppercase letters and additional special characters.\n- Complete the code by adding the missing parts, such as the 'else' statement and the 'print' function.\n\nAssistant 2:\nStrengths:\n- The code is complete and functional.\n- The regular expression provided is more accurate and covers a wider range of valid email addresses.\n- The code is well-structured and easy to read.\n- The comments are clear and concise, explaining the logic and functionality of the code.\n\nWeaknesses:\n- The regular expression does not account for some special characters that are allowed in email addresses.\n\nSuggestions for improvement:\n- Update the regular expression to handle additional special characters that are allowed in email addresses.", "score": [6.0, 8.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "HWHXDi6bn42H5W4yCeM78C", "question_id": 64, "answer1_id": "QWpBq9gM4iYmsTLQ3NNnBe", "answer2_id": "Ra9eTcAuNZPkPRnaHiQrak", "text": "4 6\n\nAssistant 1:\nStrengths:\n- The problem statement is well explained.\n\nWeaknesses:\n- There is no actual code provided to solve the problem.\n- The input format and test cases are not addressed.\n\nSuggestions for improvement:\n- Provide a working code solution that implements dynamic programming.\n- Address the input format and test cases in the code.\n\nAssistant 2:\nStrengths:\n- A Python code solution is provided.\n- The code is structured and includes comments.\n\nWeaknesses:\n- The code does not use dynamic programming as requested.\n- The code does not handle the input format and test cases as specified in the problem statement.\n- The code is not efficient for large values of n.\n\nSuggestions for improvement:\n- Implement dynamic programming in the code to improve efficiency.\n- Address the input format and test cases in the code.\n- Consider using an iterative approach instead of recursion to save memory and time.", "score": [4.0, 6.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "7t8xTNbmkJUJv4XkbzPCSR", "question_id": 65, "answer1_id": "U3QxoC4DxXoggnLRbgJh8b", "answer2_id": "5mbEFLEnEx8Cm2wEF8WAbM", "text": "4 9\n\nAssistant 1 provided a response that acknowledged the task but did not provide any code or solution. They only restated the problem, which is not helpful in solving the problem.\n\nAssistant 2 provided a clear and concise implementation of the binary search algorithm in Python. The code is well-structured, efficient, and easy to understand. The explanation of the algorithm is thorough, and the time complexity is mentioned. The only minor issue is that the output comment in the example is incorrect (it should be \"output: 3\" instead of \"output: 4\"). Overall, Assistant 2's response is excellent, with just a small mistake in the example output comment.\n\nFor Assistant 1, I would recommend providing an actual implementation of the algorithm instead of just restating the problem. For Assistant 2, I would recommend double-checking the example output to ensure it is accurate.", "score": [4.0, 9.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "j4M8nZhTEZ2AbYippnJwDP", "question_id": 66, "answer1_id": "f3TXCreQPJ5Erd6BGt4SFE", "answer2_id": "KLbBzjbuwq4agAESQ9Wfpq", "text": "4 8\n\nAssistant 1:\nStrengths:\n- The explanation of the approach is clear and easy to understand.\n\nWeaknesses:\n- The answer does not provide any code implementation.\n- The explanation does not mention the correct approach of using two stacks for implementing a queue.\n\nSuggestions for improvement:\n- Provide a code implementation for the given problem statement.\n- Explain the correct approach of using two stacks to implement a queue, which involves transferring elements between the stacks when needed.\n\nAssistant 2:\nStrengths:\n- The code implementation is provided.\n- The code is clear and easy to understand.\n- The code includes comments explaining the functionality of each method.\n\nWeaknesses:\n- The dequeue method is not implemented correctly. It should transfer elements from the in_stack to the out_stack when the out_stack is empty and then pop the top element from the out_stack.\n- The peek method should return the top element of the out_stack if it's not empty, otherwise, it should transfer elements from the in_stack to the out_stack and return the top element.\n\nSuggestions for improvement:\n- Correct the dequeue and peek methods to properly implement the queue using two stacks.\n- Add comments to explain the logic behind transferring elements between the stacks when needed.", "score": [4.0, 8.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "RivhKLYyBmjyVjKvc5UnKd", "question_id": 67, "answer1_id": "SG7YcT8s4sJNBRqidKk7Z7", "answer2_id": "ganAwetd9VTzEAiTtsskzX", "text": "6 8\n\nAssistant 1:\nStrengths:\n- The general approach is described well, and the steps are clear.\n\nWeaknesses:\n- The actual code implementation is missing, making it difficult to evaluate the code structure, readability, and comments.\n- The helper function is mentioned but not defined or explained.\n\nSuggestions for improvement:\n- Provide a complete code implementation, including the helper function.\n- Add comments to the code to explain the logic and functionality.\n\nAssistant 2:\nStrengths:\n- The code is provided, and it correctly implements the given problem statement.\n- The code is accurate and efficient.\n- The example usage is helpful for understanding how the function works.\n\nWeaknesses:\n- The code lacks comments to explain the logic and functionality.\n\nSuggestions for improvement:\n- Add comments to the code to explain the logic and functionality.\n- Consider edge cases and add error handling if necessary.", "score": [6.0, 8.0], "reviewer_id": "gpt-4-0328-coding", "metadata": {}}
+{"review_id": "WjYY86fiq6muEGUJ8Q4Ayp", "question_id": 68, "answer1_id": "ENsG3zoeUY7ArFo2kNaQbz", "answer2_id": "LG6szQ3cqNRzUjXtZtXG94", "text": "First, I will solve the problem independently:\n\nGiven f(x) = 5x^3 - 2x + 3, we need to find the value of f(2).\n\nf(2) = 5(2)^3 - 2(2) + 3 = 5 * 8 - 4 + 3 = 40 - 4 + 3 = 39\n\nNow, I will evaluate the problem-solving process of Assistant 1 and Assistant 2:\n\nAssistant 1:\nf(2) = 26\n\nAssistant 1 provided an incorrect answer without showing any steps.\n\nAssistant 2:\nf(2) = 5(2)^3 - 2(2) + 3 = 5 * 8 - 2 + 3 = 41 - 2 + 3 = 40\n\nAssistant 2 provided a step-by-step solution but made a mistake in the calculation. The correct calculation should be:\n\nf(2) = 5(2)^3 - 2(2) + 3 = 5 * 8 - 4 + 3 = 40 - 4 + 3 = 39\n\nScores:\nAssistant 1: 1 (Incorrect answer and no steps provided)\nAssistant 2: 7 (Correct steps but made a calculation mistake)\n\nAssistant 2 performed better as they provided the correct steps but made a calculation mistake. The correct answer is f(2) = 39.\n\nOutput: (1, 7)", "score": [1, 7], "reviewer_id": "gpt-4-0328-math", "metadata": {}}
+{"review_id": "WXsw2Xuc8fUawFxh6neKj9", "question_id": 69, "answer1_id": "C7CN5AYJhGC7iDgS7rciDQ", "answer2_id": "LHMnXGbSZubeZJcr5fgrte", "text": "First, I will solve the problem independently:\n\nGiven equation: 3x + 10 = 5(x - 2)\n\n1. Distribute the 5 on the right-hand side: 3x + 10 = 5x - 10\n2. Move the x terms to one side by subtracting 3x from both sides: 10 = 2x - 10\n3. Move the constant term to the other side by adding 10 to both sides: 20 = 2x\n4. Divide both sides by 2 to solve for x: x = 10\n\nNow, I will evaluate the problem-solving process of Assistant 1 and Assistant 2:\n\nAssistant 1:\nThe steps provided by Assistant 1 are incorrect and confusing. The answer is also incorrect. \n\nAssistant 2:\n1. The first step is correct.\n2. The second step is incorrect. The correct step should be subtracting 3x from both sides, not subtracting 5x.\n3-7. All the subsequent steps are incorrect as they are based on the incorrect second step.\n\nScores:\nAssistant 1: 1/10\nAssistant 2: 2/10\n\nBoth assistants performed poorly, but Assistant 2 performed slightly better as the first step was correct.", "score": [1, 2], "reviewer_id": "gpt-4-0328-math", "metadata": {}}
+{"review_id": "ZgNXGB9wziYPnGFjqLzqVH", "question_id": 70, "answer1_id": "QP9CmZKwhu2BrUmzhy8tH4", "answer2_id": "TGENVWL5iAYi4NCf5jAzKy", "text": "First, I will solve the problem independently:\n\nThe length of a line segment between two points (x1, y1) and (x2, y2) can be found using the distance formula:\n\ndistance = sqrt((x2 - x1)^2 + (y2 - y1)^2)\n\nGiven the points (2, -2) and (10, 4), we can plug in the values:\n\ndistance = sqrt((10 - 2)^2 + (4 - (-2))^2)\ndistance = sqrt(8^2 + 6^2)\ndistance = sqrt(64 + 36)\ndistance = sqrt(100)\ndistance = 10\n\nNow, I will evaluate the answers provided by Assistant 1 and Assistant 2:\n\nAssistant 1:\nThe length of the line segment is 10 units.\n\nThis answer is correct.\n\nAssistant 2:\nThe length of the line segment is 17.973.\n\nThis answer is incorrect. The mistake is in the calculation of the differences between the x and y coordinates. The correct differences should be 8 and 6, not 18 and 4.\n\nScores:\nAssistant 1: 10\nAssistant 2: 4\n\nAssistant 1 performed better because they provided the correct answer and used the correct method to solve the problem. Assistant 2 made a mistake in the calculation of the differences between the x and y coordinates, which led to an incorrect answer.", "score": [10, 2], "reviewer_id": "gpt-4-0328-math", "metadata": {}}
+{"review_id": "YCbKCPhn4DqT56ASDfFhnz", "question_id": 71, "answer1_id": "2KtpJeRqEfbPLwdUxAXWrj", "answer2_id": "kc9oytarvqyNVVfGZz93EL", "text": "7 10\nAssistant 1 provided general tips for writing a formal email, which were helpful but did not directly address the user's request for help in writing the email. Assistant 2, on the other hand, provided a complete and well-written example of a formal email proposing a joint venture, which directly addressed the user's request. Assistant 2's response was more relevant, accurate, and detailed, which is why it receives a higher score.", "score": [7.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "oYP3NAG57ufZ4vfnvfsSty", "question_id": 72, "answer1_id": "gsL3R2grTXUiHdeDSk8f9Q", "answer2_id": "NxstpvVEnGMny3jECtvrw2", "text": "8 10\nAssistant 1 provided a helpful and relevant response, but it was not as detailed and complete as Assistant 2's response. Assistant 2 provided a full sample resignation letter that the user can use as a guide, which is more helpful and detailed than Assistant 1's response. Both assistants were accurate in addressing the user's request, but Assistant 2 provided a more comprehensive and well-structured answer.", "score": [8.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "kQCXTX4kvYL3ujbvNFfCfm", "question_id": 73, "answer1_id": "HprPMoUk9JY5TtToRbuMwy", "answer2_id": "XN9NBpeQJiQqGT5UYkys7N", "text": "8 10\nAssistant 1 provided a brief and general outline of a recommendation letter, which is helpful but lacks the level of detail and specificity required for the user's request. Assistant 2, on the other hand, provided a comprehensive and well-structured example of a formal letter of recommendation tailored to a student applying to a prestigious graduate program in computer science. This response is more relevant, accurate, and detailed, making it the better answer for the user's needs.", "score": [8.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "Jfo5EVsy9oemR8iJ6B5gyU", "question_id": 74, "answer1_id": "YU7gDhmo4LDVMTEZZMRdBC", "answer2_id": "3qMqAZcfHUVUTEJnMXT8Pw", "text": "0 9\n\nAssistant 1 did not provide any response, so it receives a score of 0. Assistant 2 provided a well-structured and compelling product launch announcement email, including a subject line, introduction, key features, and a call to action. The response was relevant, accurate, and detailed, earning a score of 9. The only improvement could be the addition of more specific details about the software, but this would require more information from the user.", "score": [0.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "2LY8t4Hq9j47SrN5vs4Tui", "question_id": 75, "answer1_id": "2gNqU2XpsL6yqFn6DMRgHq", "answer2_id": "hMXjd228Mc8pnc7zgd2frG", "text": "4 10\nAssistant 1 only asked for the customer's name and did not provide any actual content for the apology email, making their response less helpful and relevant. On the other hand, Assistant 2 provided a well-written and detailed apology email that addressed the customer's concerns and reassured them that the issue has been resolved. This response was helpful, relevant, accurate, and contained a good level of detail, which is why Assistant 2 receives a perfect score.", "score": [4.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "4HSThcxvTM4TjQ9a9vMbds", "question_id": 76, "answer1_id": "a4L6JNPuomkPLdWxJRQpod", "answer2_id": "gUEd9nNepqy8nsfbypscHx", "text": "7 9\nAssistant 1 provided a brief overview of jazz, its origins, and its evolution, but the response lacked the structure and detail of a script for a YouTube video. Assistant 2, on the other hand, provided a more comprehensive and well-structured script, discussing key figures, the influence of jazz on other genres, and its role in the civil rights movement. Assistant 2's response was more engaging and informative, making it a better choice for a YouTube video script.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "HfKLQTn2DvPDUdgPNoY6MG", "question_id": 77, "answer1_id": "eN9V2Wf2BNzWoJosqdFw6K", "answer2_id": "nZZyn3SAvU8T2BVR73LMHC", "text": "1 9\n\nAssistant 1 failed to provide any response to the user's request, while Assistant 2 composed an engaging travel blog post about a recent trip to Hawaii, highlighting cultural experiences and must-see attractions. Assistant 2's response was helpful, relevant, accurate, and detailed, making it deserving of a high score.", "score": [1.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "6pzkZvS4nNDwacSTqzvw7z", "question_id": 78, "answer1_id": "iCzkbWTatKfuC6QVv59XgA", "answer2_id": "YM4qjUM5VfmWnzM3HXRB4G", "text": "7 9\nAssistant 1 provided a detailed response, but the plot summary seemed to be a mix of \"Ready Player One\" and an original story, which led to confusion. The review also lacked the captivating tone that was requested. Assistant 2, on the other hand, delivered a captivating review with a clear focus on the plot, characters, and special effects. The tone was engaging and enthusiastic, making it more appealing to the reader.", "score": [7.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "7uM72Nb4Sn5eo6TrYw2bpR", "question_id": 79, "answer1_id": "GQcFyY8ayFT48DAP5NKNZf", "answer2_id": "WcbzNkzu5q66QkK92NxmGB", "text": "4 9\nAssistant 1 provided a long list of points without any structure or organization, making it difficult to use as a podcast script. Assistant 2, on the other hand, provided a well-structured podcast script with clear segments and topics, making it much more suitable for the user's request. Assistant 2's response was helpful, relevant, accurate, and detailed, while Assistant 1's response lacked organization and coherence.", "score": [4.0, 9.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
+{"review_id": "dXWWCggLzLD4SBZH2JSAZH", "question_id": 80, "answer1_id": "A6pauLMckn34otnfpeQRFi", "answer2_id": "Tfm4f2mbpKJsa8MT6exs8D", "text": "8 10\nAssistant 1 provided a brief and general overview of the concert experience, mentioning the composers and the audience's reaction. However, Assistant 2 offered a more detailed and engaging review, discussing specific pieces, the conductor's skill, and the emotions evoked by the performance. Assistant 2's response also painted a vivid picture of the concert experience, making it more helpful and informative for someone interested in a symphony concert review.", "score": [8.0, 10.0], "reviewer_id": "gpt-4-0328-generic", "metadata": {}}
diff --git a/llava/eval/table/reviewer.jsonl b/llava/eval/table/reviewer.jsonl
new file mode 100644
index 0000000000000000000000000000000000000000..e96127cc9978c014b76e8c8ed138b7d6b52d9df7
--- /dev/null
+++ b/llava/eval/table/reviewer.jsonl
@@ -0,0 +1,4 @@
+{"reviewer_id": "gpt-4-0328-default", "prompt_id": 1, "metadata": {"temperature": 0.2, "max_tokens": 1024}, "description": "GPT-4 for general questions"}
+{"reviewer_id": "gpt-4-0328-coding", "prompt_id": 2, "metadata": {"temperature": 0.2, "max_tokens": 1024}, "description": "GPT-4 for coding questions"}
+{"reviewer_id": "gpt-4-0328-math", "prompt_id": 3, "metadata": {"temperature": 0.2, "max_tokens": 1024}, "description": "GPT-4 for math questions"}
+{"reviewer_id": "gpt-4-0417-visual", "prompt_id": 4, "metadata": {"temperature": 0.2, "max_tokens": 1024}, "description": "GPT-4 for math questions"}
diff --git a/llava/eval/table/rule.json b/llava/eval/table/rule.json
new file mode 100644
index 0000000000000000000000000000000000000000..26c7f4e0819bf0bafbace898f5f5a4f052490aa4
--- /dev/null
+++ b/llava/eval/table/rule.json
@@ -0,0 +1,11 @@
+{
+    "coding": {"role": "Assistant", "prompt": "Your task is to evaluate the coding abilities of the above two assistants. They have been asked to implement a program to solve a given problem. Please review their code submissions, paying close attention to their problem-solving approach, code structure, readability, and the inclusion of helpful comments.\n\nPlease ensure that the assistants' submissions:\n\n1. Correctly implement the given problem statement.\n2. Contain accurate and efficient code.\n3. Include clear and concise comments that explain the code's logic and functionality.\n4. Adhere to proper coding standards and best practices.\n\nOnce you have carefully reviewed both submissions, provide detailed feedback on their strengths and weaknesses, along with any suggestions for improvement. You should first output a single line containing two scores on the scale of 1-10 (1: no code/no sense; 10: perfect) for Assistant 1 and 2, respectively. Then give extra comments starting from the next line."},
+    "math":  {"role": "Assistant", "prompt": "We would like to request your feedback on the mathematical proficiency of two AI assistants regarding the given user question.\nFirstly, please solve the problem independently, without referring to the answers provided by Assistant 1 and Assistant 2.\nAfterward, please examine the problem-solving process of Assistant 1 and Assistant 2 step-by-step to ensure their correctness, identifying any incorrect steps if present. Your evaluation should take into account not only the answer but also the problem-solving steps.\nFinally, please output a Python tuple containing two numerical scores for Assistant 1 and Assistant 2, ranging from 1 to 10, respectively. If applicable, explain the reasons for any variations in their scores and determine which assistant performed better."},
+    "default":  {"role": "Assistant", "prompt": "We would like to request your feedback on the performance of two AI assistants in response to the user question displayed above.\nPlease rate the helpfulness, relevance, accuracy, level of details of their responses. Each assistant receives an overall score on a scale of 1 to 10, where a higher score indicates better overall performance.\nPlease first output a single line containing only two values indicating the scores for Assistant 1 and 2, respectively. The two scores are separated by a space.\nIn the subsequent line, please provide a comprehensive explanation of your evaluation, avoiding any potential bias and ensuring that the order in which the responses were presented does not affect your judgment."},
+    "conv":  {"role": "Assistant", "prompt": "We would like to request your feedback on the performance of two AI assistants in response to the user question displayed above. The user asks the question on observing an image. For your reference, the visual content in the image is represented with five descriptive sentences describing the same image and the bounding box coordinates of each object in the scene. These coordinates are in the form of bounding boxes, represented as (x1, y1, x2, y2) with floating numbers ranging from 0 to 1. These values correspond to the top left x, top left y, bottom right x, and bottom right y. \nPlease rate the helpfulness, relevance, accuracy, level of details of their responses. Each assistant receives an overall score on a scale of 1 to 10, where a higher score indicates better overall performance.\nPlease first output a single line containing only two values indicating the scores for Assistant 1 and 2, respectively. The two scores are separated by a space.\nIn the subsequent line, please provide a comprehensive explanation of your evaluation, avoiding any potential bias and ensuring that the order in which the responses were presented does not affect your judgment."},
+    "detail":  {"role": "Assistant", "prompt": "We would like to request your feedback on the performance of two AI assistants in response to the user question displayed above. The user asks the question on observing an image. For your reference, the visual content in the image is represented with five descriptive sentences describing the same image and the bounding box coordinates of each object in the scene. These coordinates are in the form of bounding boxes, represented as (x1, y1, x2, y2) with floating numbers ranging from 0 to 1. These values correspond to the top left x, top left y, bottom right x, and bottom right y. \nPlease rate the helpfulness, relevance, accuracy, level of details of their responses. Each assistant receives an overall score on a scale of 1 to 10, where a higher score indicates better overall performance.\nPlease first output a single line containing only two values indicating the scores for Assistant 1 and 2, respectively. The two scores are separated by a space.\nIn the subsequent line, please provide a comprehensive explanation of your evaluation, avoiding any potential bias and ensuring that the order in which the responses were presented does not affect your judgment."},
+    "complex":  {"role": "Assistant", "prompt": "We would like to request your feedback on the performance of two AI assistants in response to the user question displayed above. The user asks the question on observing an image. For your reference, the visual content in the image is represented with five descriptive sentences describing the same image and the bounding box coordinates of each object in the scene. These coordinates are in the form of bounding boxes, represented as (x1, y1, x2, y2) with floating numbers ranging from 0 to 1. These values correspond to the top left x, top left y, bottom right x, and bottom right y. \nPlease rate the helpfulness, relevance, accuracy, level of details of their responses. Each assistant receives an overall score on a scale of 1 to 10, where a higher score indicates better overall performance.\nPlease first output a single line containing only two values indicating the scores for Assistant 1 and 2, respectively. The two scores are separated by a space.\nIn the subsequent line, please provide a comprehensive explanation of your evaluation, avoiding any potential bias and ensuring that the order in which the responses were presented does not affect your judgment."},
+    "llava_bench_conv":  {"role": "Assistant", "prompt": "We would like to request your feedback on the performance of two AI assistants in response to the user question displayed above. The user asks the question on observing an image. For your reference, the visual content in the image is represented with a few sentences describing the image. \nPlease rate the helpfulness, relevance, accuracy, level of details of their responses. Each assistant receives an overall score on a scale of 1 to 10, where a higher score indicates better overall performance.\nPlease first output a single line containing only two values indicating the scores for Assistant 1 and 2, respectively. The two scores are separated by a space.\nIn the subsequent line, please provide a comprehensive explanation of your evaluation, avoiding any potential bias and ensuring that the order in which the responses were presented does not affect your judgment."},
+    "llava_bench_detail":  {"role": "Assistant", "prompt": "We would like to request your feedback on the performance of two AI assistants in response to the user question displayed above. The user asks the question on observing an image. For your reference, the visual content in the image is represented with a few sentences describing the image. \nPlease rate the helpfulness, relevance, accuracy, level of details of their responses. Each assistant receives an overall score on a scale of 1 to 10, where a higher score indicates better overall performance.\nPlease first output a single line containing only two values indicating the scores for Assistant 1 and 2, respectively. The two scores are separated by a space.\nIn the subsequent line, please provide a comprehensive explanation of your evaluation, avoiding any potential bias and ensuring that the order in which the responses were presented does not affect your judgment."},
+    "llava_bench_complex":  {"role": "Assistant", "prompt": "We would like to request your feedback on the performance of two AI assistants in response to the user question displayed above. The user asks the question on observing an image. For your reference, the visual content in the image is represented with a few sentences describing the image. \nPlease rate the helpfulness, relevance, accuracy, level of details of their responses. Each assistant receives an overall score on a scale of 1 to 10, where a higher score indicates better overall performance.\nPlease first output a single line containing only two values indicating the scores for Assistant 1 and 2, respectively. The two scores are separated by a space.\nIn the subsequent line, please provide a comprehensive explanation of your evaluation, avoiding any potential bias and ensuring that the order in which the responses were presented does not affect your judgment."}
+}
\ No newline at end of file
diff --git a/llava/eval/video/eval_benchmark_1_correctness.py b/llava/eval/video/eval_benchmark_1_correctness.py
new file mode 100644
index 0000000000000000000000000000000000000000..324be0b4da9c58d84d4f65ed138d257c413bcf8c
--- /dev/null
+++ b/llava/eval/video/eval_benchmark_1_correctness.py
@@ -0,0 +1,191 @@
+import openai
+import os
+import argparse
+import json
+import ast
+from multiprocessing.pool import Pool
+
+
+def parse_args():
+    parser = argparse.ArgumentParser(description="question-answer-generation-using-gpt-3")
+    parser.add_argument("--pred_path", required=True, help="The path to file containing prediction.")
+    parser.add_argument("--output_dir", required=True, help="The path to save annotation json files.")
+    parser.add_argument("--output_json", required=True, help="The path to save annotation final combined json file.")
+    parser.add_argument("--api_key", required=True, help="OpenAI API key.")
+    parser.add_argument("--api_base", default="", type=str, help="OpenAI API base.")
+    parser.add_argument("--num_tasks", required=True, type=int, help="Number of splits.")
+    args = parser.parse_args()
+    return args
+
+
+def annotate(prediction_set, caption_files, output_dir, args):
+    """
+    Evaluates question and answer pairs using GPT-3
+    Returns a score for correctness.
+    """
+    # Set the OpenAI API key.
+    openai.api_key = args.api_key
+    if args.api_base is not None:
+        openai.api_base = args.api_base
+    for file in caption_files:
+        key = file[:-5] # Strip file extension
+        qa_set = prediction_set[key]
+        question = qa_set['q']
+        answer = qa_set['a']
+        pred = qa_set['pred']
+        try:
+            # Compute the correctness score
+            completion = openai.ChatCompletion.create(
+                model="gpt-3.5-turbo",
+                messages=[
+                    {
+                        "role": "system",
+                        "content": 
+                            "You are an intelligent chatbot designed for evaluating the factual accuracy of generative outputs for video-based question-answer pairs. "
+                            "Your task is to compare the predicted answer with the correct answer and determine if they are factually consistent. Here's how you can accomplish the task:"
+                            "------"
+                            "##INSTRUCTIONS: "
+                            "- Focus on the factual consistency between the predicted answer and the correct answer. The predicted answer should not contain any misinterpretations or misinformation.\n"
+                            "- The predicted answer must be factually accurate and align with the video content.\n"
+                            "- Consider synonyms or paraphrases as valid matches.\n"
+                            "- Evaluate the factual accuracy of the prediction compared to the answer."
+                    },
+                    {
+                        "role": "user",
+                        "content":
+                            "Please evaluate the following video-based question-answer pair:\n\n"
+                            f"Question: {question}\n"
+                            f"Correct Answer: {answer}\n"
+                            f"Predicted Answer: {pred}\n\n"
+                            "Provide your evaluation only as a factual accuracy score where the factual accuracy score is an integer value between 0 and 5, with 5 indicating the highest level of factual consistency. "
+                            "Please generate the response in the form of a Python dictionary string with keys 'score', where its value is the factual accuracy score in INTEGER, not STRING."
+                            "DO NOT PROVIDE ANY OTHER OUTPUT TEXT OR EXPLANATION. Only provide the Python dictionary string. "
+                            "For example, your response should look like this: {''score': 4.8}."
+                    }
+                ]
+            )
+            # Convert response to a Python dictionary.
+            response_message = completion["choices"][0]["message"]["content"]
+            response_dict = ast.literal_eval(response_message)
+            result_qa_pair = [response_dict, qa_set]
+
+            # Save the question-answer pairs to a json file.
+            with open(f"{output_dir}/{key}.json", "w") as f:
+                json.dump(result_qa_pair, f)
+
+        except Exception as e:
+            print(f"Error processing file '{key}': {e}")
+
+
+def main():
+    """
+    Main function to control the flow of the program.
+    """
+    # Parse arguments.
+    args = parse_args()
+
+    file = open(args.pred_path)
+    pred_contents = json.load(file)
+
+    # Dictionary to store the count of occurrences for each video_id
+    video_id_counts = {}
+    new_pred_contents = []
+
+    # Iterate through each sample in pred_contents
+    for sample in pred_contents:
+        video_id = sample['video_name']
+        if video_id in video_id_counts:
+            video_id_counts[video_id] += 1
+        else:
+            video_id_counts[video_id] = 0
+
+        # Create a new sample with the modified key
+        new_sample = sample
+        new_sample['video_name'] = f"{video_id}_{video_id_counts[video_id]}"
+        new_pred_contents.append(new_sample)
+
+    # Generating list of id's and corresponding files
+    id_list = [x['video_name'] for x in new_pred_contents]
+    caption_files = [f"{id}.json" for id in id_list]
+
+    output_dir = args.output_dir
+    # Generate output directory if not exists.
+    if not os.path.exists(output_dir):
+        os.makedirs(output_dir)
+
+    # Preparing dictionary of question-answer sets
+    prediction_set = {}
+    for sample in new_pred_contents:
+        id = sample['video_name']
+        question = sample['Q']
+        answer = sample['A']
+        pred = sample['pred']
+        qa_set = {"q": question, "a": answer, "pred": pred}
+        prediction_set[id] = qa_set
+
+    # Set the OpenAI API key.
+    openai.api_key = args.api_key
+    num_tasks = args.num_tasks
+
+    # While loop to ensure that all captions are processed.
+    while True:
+        try:
+            # Files that have not been processed yet.
+            completed_files = os.listdir(output_dir)
+            print(f"completed_files: {len(completed_files)}")
+
+            # Files that have not been processed yet.
+            incomplete_files = [f for f in caption_files if f not in completed_files]
+            print(f"incomplete_files: {len(incomplete_files)}")
+
+            # Break the loop when there are no incomplete files
+            if len(incomplete_files) == 0:
+                break
+            if len(incomplete_files) <= num_tasks:
+                num_tasks = 1
+
+            # Split tasks into parts.
+            part_len = len(incomplete_files) // num_tasks
+            all_parts = [incomplete_files[i:i + part_len] for i in range(0, len(incomplete_files), part_len)]
+            task_args = [(prediction_set, part, args.output_dir, args) for part in all_parts]
+
+            # Use a pool of workers to process the files in parallel.
+            with Pool() as pool:
+                pool.starmap(annotate, task_args)
+
+        except Exception as e:
+            print(f"Error: {e}")
+
+    # Combine all the processed files into one
+    combined_contents = {}
+    json_path = args.output_json
+
+    # Iterate through json files
+    for file_name in os.listdir(output_dir):
+        if file_name.endswith(".json"):
+            file_path = os.path.join(output_dir, file_name)
+            with open(file_path, "r") as json_file:
+                content = json.load(json_file)
+                combined_contents[file_name[:-5]] = content
+
+    # Write combined content to a json file
+    with open(json_path, "w") as json_file:
+        json.dump(combined_contents, json_file)
+    print("All evaluation completed!")
+
+    # Calculate average score
+    score_sum = 0
+    count = 0
+    for key, result in combined_contents.items():
+        count += 1
+        score_match = result[0]['score']
+        score = int(score_match)
+        score_sum += score
+    average_score = score_sum / count
+
+    print("Average score for correctness:", average_score)
+
+
+if __name__ == "__main__":
+    main()
+
diff --git a/llava/eval/video/eval_benchmark_2_detailed_orientation.py b/llava/eval/video/eval_benchmark_2_detailed_orientation.py
new file mode 100644
index 0000000000000000000000000000000000000000..7a852ff92fa36551b02f5491c6b7852e3d82a4d9
--- /dev/null
+++ b/llava/eval/video/eval_benchmark_2_detailed_orientation.py
@@ -0,0 +1,191 @@
+import openai
+import os
+import argparse
+import json
+import ast
+from multiprocessing.pool import Pool
+
+
+def parse_args():
+    parser = argparse.ArgumentParser(description="question-answer-generation-using-gpt-3")
+    parser.add_argument("--pred_path", required=True, help="The path to file containing prediction.")
+    parser.add_argument("--output_dir", required=True, help="The path to save annotation json files.")
+    parser.add_argument("--output_json", required=True, help="The path to save annotation final combined json file.")
+    parser.add_argument("--api_key", required=True, help="OpenAI API key.")
+    parser.add_argument("--api_base", default="", type=str, help="OpenAI API base.")
+    parser.add_argument("--num_tasks", required=True, type=int, help="Number of splits.")
+    args = parser.parse_args()
+    return args
+
+
+def annotate(prediction_set, caption_files, output_dir, args):
+    """
+    Evaluates question and answer pairs using GPT-3 and
+    returns a score for detailed orientation.
+    """
+    # Set the OpenAI API key.
+    openai.api_key = args.api_key
+    if args.api_base is not None:
+        openai.api_base = args.api_base
+    for file in caption_files:
+        key = file[:-5] # Strip file extension
+        qa_set = prediction_set[key]
+        question = qa_set['q']
+        answer = qa_set['a']
+        pred = qa_set['pred']
+        try:
+            # Compute the detailed-orientation score
+            completion = openai.ChatCompletion.create(
+                model="gpt-3.5-turbo",
+                messages=[
+                    {
+                        "role": "system",
+                        "content":
+                            "You are an intelligent chatbot designed for evaluating the detail orientation of generative outputs for video-based question-answer pairs. "
+                            "Your task is to compare the predicted answer with the correct answer and determine its level of detail, considering both completeness and specificity. Here's how you can accomplish the task:"
+                            "------"
+                            "##INSTRUCTIONS: "
+                            "- Check if the predicted answer covers all major points from the video. The response should not leave out any key aspects.\n"
+                            "- Evaluate whether the predicted answer includes specific details rather than just generic points. It should provide comprehensive information that is tied to specific elements of the video.\n"
+                            "- Consider synonyms or paraphrases as valid matches.\n"
+                            "- Provide a single evaluation score that reflects the level of detail orientation of the prediction, considering both completeness and specificity."
+                    },
+                    {
+                        "role": "user",
+                        "content":
+                            "Please evaluate the following video-based question-answer pair:\n\n"
+                            f"Question: {question}\n"
+                            f"Correct Answer: {answer}\n"
+                            f"Predicted Answer: {pred}\n\n"
+                            "Provide your evaluation only as a detail orientation score where the detail orientation score is an integer value between 0 and 5, with 5 indicating the highest level of detail orientation. "
+                            "Please generate the response in the form of a Python dictionary string with keys 'score', where its value is the detail orientation score in INTEGER, not STRING."
+                            "DO NOT PROVIDE ANY OTHER OUTPUT TEXT OR EXPLANATION. Only provide the Python dictionary string. "
+                            "For example, your response should look like this: {''score': 4.8}."
+                    }
+                ]
+            )
+            # Convert response to a Python dictionary.
+            response_message = completion["choices"][0]["message"]["content"]
+            response_dict = ast.literal_eval(response_message)
+            result_qa_pair = [response_dict, qa_set]
+
+            # Save the question-answer pairs to a json file.
+            with open(f"{output_dir}/{key}.json", "w") as f:
+                json.dump(result_qa_pair, f)
+
+        except Exception as e:
+            print(f"Error processing file '{key}': {e}")
+
+
+def main():
+    """
+    Main function to control the flow of the program.
+    """
+    # Parse arguments.
+    args = parse_args()
+
+    file = open(args.pred_path)
+    pred_contents = json.load(file)
+
+    # Dictionary to store the count of occurrences for each video_id
+    video_id_counts = {}
+    new_pred_contents = []
+
+    # Iterate through each sample in pred_contents
+    for sample in pred_contents:
+        video_id = sample['video_name']
+        if video_id in video_id_counts:
+            video_id_counts[video_id] += 1
+        else:
+            video_id_counts[video_id] = 0
+
+        # Create a new sample with the modified key
+        new_sample = sample
+        new_sample['video_name'] = f"{video_id}_{video_id_counts[video_id]}"
+        new_pred_contents.append(new_sample)
+
+    # Generating list of id's and corresponding files
+    id_list = [x['video_name'] for x in new_pred_contents]
+    caption_files = [f"{id}.json" for id in id_list]
+
+    output_dir = args.output_dir
+    # Generate output directory if not exists.
+    if not os.path.exists(output_dir):
+        os.makedirs(output_dir)
+
+    # Preparing dictionary of question-answer sets
+    prediction_set = {}
+    for sample in new_pred_contents:
+        id = sample['video_name']
+        question = sample['Q']
+        answer = sample['A']
+        pred = sample['pred']
+        qa_set = {"q": question, "a": answer, "pred": pred}
+        prediction_set[id] = qa_set
+
+    # Set the OpenAI API key.
+    openai.api_key = args.api_key
+    num_tasks = args.num_tasks
+
+    # While loop to ensure that all captions are processed.
+    while True:
+        try:
+            # Files that have not been processed yet.
+            completed_files = os.listdir(output_dir)
+            print(f"completed_files: {len(completed_files)}")
+
+            # Files that have not been processed yet.
+            incomplete_files = [f for f in caption_files if f not in completed_files]
+            print(f"incomplete_files: {len(incomplete_files)}")
+
+            # Break the loop when there are no incomplete files
+            if len(incomplete_files) == 0:
+                break
+            if len(incomplete_files) <= num_tasks:
+                num_tasks = 1
+
+            # Split tasks into parts.
+            part_len = len(incomplete_files) // num_tasks
+            all_parts = [incomplete_files[i:i + part_len] for i in range(0, len(incomplete_files), part_len)]
+            task_args = [(prediction_set, part, args.output_dir, args) for part in all_parts]
+
+            # Use a pool of workers to process the files in parallel.
+            with Pool() as pool:
+                pool.starmap(annotate, task_args)
+
+        except Exception as e:
+            print(f"Error: {e}")
+
+    # Combine all the processed files into one
+    combined_contents = {}
+    json_path = args.output_json
+
+    # Iterate through json files
+    for file_name in os.listdir(output_dir):
+        if file_name.endswith(".json"):
+            file_path = os.path.join(output_dir, file_name)
+            with open(file_path, "r") as json_file:
+                content = json.load(json_file)
+                combined_contents[file_name[:-5]] = content
+
+    # Write combined content to a json file
+    with open(json_path, "w") as json_file:
+        json.dump(combined_contents, json_file)
+    print("All evaluation completed!")
+
+    # Calculate average score
+    score_sum = 0
+    count = 0
+    for key, result in combined_contents.items():
+        count += 1
+        score_match = result[0]['score']
+        score = int(score_match)
+        score_sum += score
+    average_score = score_sum / count
+
+    print("Average score for detailed orientation:", average_score)
+
+
+if __name__ == "__main__":
+    main()
+
diff --git a/llava/eval/video/eval_benchmark_3_context.py b/llava/eval/video/eval_benchmark_3_context.py
new file mode 100644
index 0000000000000000000000000000000000000000..bb8d2607cd5ce77e27fca417abdf7a586472de5e
--- /dev/null
+++ b/llava/eval/video/eval_benchmark_3_context.py
@@ -0,0 +1,191 @@
+import openai
+import os
+import argparse
+import json
+import ast
+from multiprocessing.pool import Pool
+
+
+def parse_args():
+    parser = argparse.ArgumentParser(description="question-answer-generation-using-gpt-3")
+    parser.add_argument("--pred_path", required=True, help="The path to file containing prediction.")
+    parser.add_argument("--output_dir", required=True, help="The path to save annotation json files.")
+    parser.add_argument("--output_json", required=True, help="The path to save annotation final combined json file.")
+    parser.add_argument("--api_key", required=True, help="OpenAI API key.")
+    parser.add_argument("--api_base", default="", type=str, help="OpenAI API base.")
+    parser.add_argument("--num_tasks", required=True, type=int, help="Number of splits.")
+    args = parser.parse_args()
+    return args
+
+
+def annotate(prediction_set, caption_files, output_dir, args):
+    """
+    Evaluates question and answer pairs using GPT-3 and
+    returns a score for contextual understanding.
+    """
+    # Set the OpenAI API key.
+    openai.api_key = args.api_key
+    if args.api_base is not None:
+        openai.api_base = args.api_base
+    for file in caption_files:
+        key = file[:-5] # Strip file extension
+        qa_set = prediction_set[key]
+        question = qa_set['q']
+        answer = qa_set['a']
+        pred = qa_set['pred']
+        try:
+            # Compute the contextual understanding score
+            completion = openai.ChatCompletion.create(
+                model="gpt-3.5-turbo",
+                messages=[
+                    {
+                        "role": "system",
+                        "content":
+                            "You are an intelligent chatbot designed for evaluating the contextual understanding of generative outputs for video-based question-answer pairs. "
+                            "Your task is to compare the predicted answer with the correct answer and determine if the generated response aligns with the overall context of the video content. Here's how you can accomplish the task:"
+                            "------"
+                            "##INSTRUCTIONS: "
+                            "- Evaluate whether the predicted answer aligns with the overall context of the video content. It should not provide information that is out of context or misaligned.\n"
+                            "- The predicted answer must capture the main themes and sentiments of the video.\n"
+                            "- Consider synonyms or paraphrases as valid matches.\n"
+                            "- Provide your evaluation of the contextual understanding of the prediction compared to the answer."
+                    },
+                    {
+                        "role": "user",
+                        "content":
+                            "Please evaluate the following video-based question-answer pair:\n\n"
+                            f"Question: {question}\n"
+                            f"Correct Answer: {answer}\n"
+                            f"Predicted Answer: {pred}\n\n"
+                            "Provide your evaluation only as a contextual understanding score where the contextual understanding score is an integer value between 0 and 5, with 5 indicating the highest level of contextual understanding. "
+                            "Please generate the response in the form of a Python dictionary string with keys 'score', where its value is contextual understanding score in INTEGER, not STRING."
+                            "DO NOT PROVIDE ANY OTHER OUTPUT TEXT OR EXPLANATION. Only provide the Python dictionary string. "
+                            "For example, your response should look like this: {''score': 4.8}."
+                    }
+                ]
+            )
+            # Convert response to a Python dictionary.
+            response_message = completion["choices"][0]["message"]["content"]
+            response_dict = ast.literal_eval(response_message)
+            result_qa_pair = [response_dict, qa_set]
+
+            # Save the question-answer pairs to a json file.
+            with open(f"{output_dir}/{key}.json", "w") as f:
+                json.dump(result_qa_pair, f)
+
+        except Exception as e:
+            print(f"Error processing file '{key}': {e}")
+
+
+def main():
+    """
+    Main function to control the flow of the program.
+    """
+    # Parse arguments.
+    args = parse_args()
+
+    file = open(args.pred_path)
+    pred_contents = json.load(file)
+
+    # Dictionary to store the count of occurrences for each video_id
+    video_id_counts = {}
+    new_pred_contents = []
+
+    # Iterate through each sample in pred_contents
+    for sample in pred_contents:
+        video_id = sample['video_name']
+        if video_id in video_id_counts:
+            video_id_counts[video_id] += 1
+        else:
+            video_id_counts[video_id] = 0
+
+        # Create a new sample with the modified key
+        new_sample = sample
+        new_sample['video_name'] = f"{video_id}_{video_id_counts[video_id]}"
+        new_pred_contents.append(new_sample)
+
+    # Generating list of id's and corresponding files
+    id_list = [x['video_name'] for x in new_pred_contents]
+    caption_files = [f"{id}.json" for id in id_list]
+
+    output_dir = args.output_dir
+    # Generate output directory if not exists.
+    if not os.path.exists(output_dir):
+        os.makedirs(output_dir)
+
+    # Preparing dictionary of question-answer sets
+    prediction_set = {}
+    for sample in new_pred_contents:
+        id = sample['video_name']
+        question = sample['Q']
+        answer = sample['A']
+        pred = sample['pred']
+        qa_set = {"q": question, "a": answer, "pred": pred}
+        prediction_set[id] = qa_set
+
+    # Set the OpenAI API key.
+    openai.api_key = args.api_key
+    num_tasks = args.num_tasks
+
+    # While loop to ensure that all captions are processed.
+    while True:
+        try:
+            # Files that have not been processed yet.
+            completed_files = os.listdir(output_dir)
+            print(f"completed_files: {len(completed_files)}")
+
+            # Files that have not been processed yet.
+            incomplete_files = [f for f in caption_files if f not in completed_files]
+            print(f"incomplete_files: {len(incomplete_files)}")
+
+            # Break the loop when there are no incomplete files
+            if len(incomplete_files) == 0:
+                break
+            if len(incomplete_files) <= num_tasks:
+                num_tasks = 1
+
+            # Split tasks into parts.
+            part_len = len(incomplete_files) // num_tasks
+            all_parts = [incomplete_files[i:i + part_len] for i in range(0, len(incomplete_files), part_len)]
+            task_args = [(prediction_set, part, args.output_dir, args) for part in all_parts]
+
+            # Use a pool of workers to process the files in parallel.
+            with Pool() as pool:
+                pool.starmap(annotate, task_args)
+
+        except Exception as e:
+            print(f"Error: {e}")
+
+    # Combine all the processed files into one
+    combined_contents = {}
+    json_path = args.output_json
+
+    # Iterate through json files
+    for file_name in os.listdir(output_dir):
+        if file_name.endswith(".json"):
+            file_path = os.path.join(output_dir, file_name)
+            with open(file_path, "r") as json_file:
+                content = json.load(json_file)
+                combined_contents[file_name[:-5]] = content
+
+    # Write combined content to a json file
+    with open(json_path, "w") as json_file:
+        json.dump(combined_contents, json_file)
+    print("All evaluation completed!")
+
+    # Calculate average score
+    score_sum = 0
+    count = 0
+    for key, result in combined_contents.items():
+        count += 1
+        score_match = result[0]['score']
+        score = int(score_match)
+        score_sum += score
+    average_score = score_sum / count
+
+    print("Average score for contextual understanding:", average_score)
+
+
+if __name__ == "__main__":
+    main()
+
diff --git a/llava/eval/video/eval_benchmark_4_temporal.py b/llava/eval/video/eval_benchmark_4_temporal.py
new file mode 100644
index 0000000000000000000000000000000000000000..46d3112539f90e6e31214ff274319cd64cdc1e7c
--- /dev/null
+++ b/llava/eval/video/eval_benchmark_4_temporal.py
@@ -0,0 +1,190 @@
+import openai
+import os
+import argparse
+import json
+import ast
+from multiprocessing.pool import Pool
+
+
+def parse_args():
+    parser = argparse.ArgumentParser(description="question-answer-generation-using-gpt-3")
+    parser.add_argument("--pred_path", required=True, help="The path to file containing prediction.")
+    parser.add_argument("--output_dir", required=True, help="The path to save annotation json files.")
+    parser.add_argument("--output_json", required=True, help="The path to save annotation final combined json file.")
+    parser.add_argument("--api_key", required=True, help="OpenAI API key.")
+    parser.add_argument("--api_base", default="", type=str, help="OpenAI API base.")
+    parser.add_argument("--num_tasks", required=True, type=int, help="Number of splits.")
+    args = parser.parse_args()
+    return args
+
+
+def annotate(prediction_set, caption_files, output_dir, args):
+    """
+    Evaluates question and answer pairs using GPT-3 and
+    returns a score for temporal understanding.
+    """
+    # Set the OpenAI API key.
+    openai.api_key = args.api_key
+    if args.api_base is not None:
+        openai.api_base = args.api_base
+    for file in caption_files:
+        key = file[:-5] # Strip file extension
+        qa_set = prediction_set[key]
+        question = qa_set['q']
+        answer = qa_set['a']
+        pred = qa_set['pred']
+        try:
+            # Compute the temporal understanding score
+            completion = openai.ChatCompletion.create(
+                model="gpt-3.5-turbo",
+                messages=[
+                    {
+                        "role": "system",
+                        "content":
+                            "You are an intelligent chatbot designed for evaluating the temporal understanding of generative outputs for video-based question-answer pairs. "
+                            "Your task is to compare the predicted answer with the correct answer and determine if they correctly reflect the temporal sequence of events in the video content. Here's how you can accomplish the task:"
+                            "------"
+                            "##INSTRUCTIONS: "
+                            "- Focus on the temporal consistency between the predicted answer and the correct answer. The predicted answer should correctly reflect the sequence of events or details as they are presented in the video content.\n"
+                            "- Consider synonyms or paraphrases as valid matches, but only if the temporal order is maintained.\n"
+                            "- Evaluate the temporal accuracy of the prediction compared to the answer."
+                    },
+                    {
+                        "role": "user",
+                        "content":
+                            "Please evaluate the following video-based question-answer pair:\n\n"
+                            f"Question: {question}\n"
+                            f"Correct Answer: {answer}\n"
+                            f"Predicted Answer: {pred}\n\n"
+                            "Provide your evaluation only as a temporal accuracy score where the temporal accuracy score is an integer value between 0 and 5, with 5 indicating the highest level of temporal consistency. "
+                            "Please generate the response in the form of a Python dictionary string with keys 'score', where its value is the temporal accuracy score in INTEGER, not STRING."
+                            "DO NOT PROVIDE ANY OTHER OUTPUT TEXT OR EXPLANATION. Only provide the Python dictionary string. "
+                            "For example, your response should look like this: {''score': 4.8}."
+                    }
+                ]
+            )
+            # Convert response to a Python dictionary.
+            response_message = completion["choices"][0]["message"]["content"]
+            response_dict = ast.literal_eval(response_message)
+            result_qa_pair = [response_dict, qa_set]
+
+            # Save the question-answer pairs to a json file.
+            with open(f"{output_dir}/{key}.json", "w") as f:
+                json.dump(result_qa_pair, f)
+
+        except Exception as e:
+            print(f"Error processing file '{key}': {e}")
+
+
+def main():
+    """
+    Main function to control the flow of the program.
+    """
+    # Parse arguments.
+    args = parse_args()
+
+    file = open(args.pred_path)
+    pred_contents = json.load(file)
+
+    # Dictionary to store the count of occurrences for each video_id
+    video_id_counts = {}
+    new_pred_contents = []
+
+    # Iterate through each sample in pred_contents
+    for sample in pred_contents:
+        video_id = sample['video_name']
+        if video_id in video_id_counts:
+            video_id_counts[video_id] += 1
+        else:
+            video_id_counts[video_id] = 0
+
+        # Create a new sample with the modified key
+        new_sample = sample
+        new_sample['video_name'] = f"{video_id}_{video_id_counts[video_id]}"
+        new_pred_contents.append(new_sample)
+
+    # Generating list of id's and corresponding files
+    id_list = [x['video_name'] for x in new_pred_contents]
+    caption_files = [f"{id}.json" for id in id_list]
+
+    output_dir = args.output_dir
+    # Generate output directory if not exists.
+    if not os.path.exists(output_dir):
+        os.makedirs(output_dir)
+
+    # Preparing dictionary of question-answer sets
+    prediction_set = {}
+    for sample in new_pred_contents:
+        id = sample['video_name']
+        question = sample['Q']
+        answer = sample['A']
+        pred = sample['pred']
+        qa_set = {"q": question, "a": answer, "pred": pred}
+        prediction_set[id] = qa_set
+
+    # Set the OpenAI API key.
+    openai.api_key = args.api_key
+    num_tasks = args.num_tasks
+
+    # While loop to ensure that all captions are processed.
+    while True:
+        try:
+            # Files that have not been processed yet.
+            completed_files = os.listdir(output_dir)
+            print(f"completed_files: {len(completed_files)}")
+
+            # Files that have not been processed yet.
+            incomplete_files = [f for f in caption_files if f not in completed_files]
+            print(f"incomplete_files: {len(incomplete_files)}")
+
+            # Break the loop when there are no incomplete files
+            if len(incomplete_files) == 0:
+                break
+            if len(incomplete_files) <= num_tasks:
+                num_tasks = 1
+
+            # Split tasks into parts.
+            part_len = len(incomplete_files) // num_tasks
+            all_parts = [incomplete_files[i:i + part_len] for i in range(0, len(incomplete_files), part_len)]
+            task_args = [(prediction_set, part, args.output_dir, args) for part in all_parts]
+
+            # Use a pool of workers to process the files in parallel.
+            with Pool() as pool:
+                pool.starmap(annotate, task_args)
+
+        except Exception as e: 
+            print(f"Error: {e}")
+
+    # Combine all the processed files into one
+    combined_contents = {}
+    json_path = args.output_json
+
+    # Iterate through json files
+    for file_name in os.listdir(output_dir):
+        if file_name.endswith(".json"):
+            file_path = os.path.join(output_dir, file_name)
+            with open(file_path, "r") as json_file:
+                content = json.load(json_file)
+                combined_contents[file_name[:-5]] = content
+
+    # Write combined content to a json file
+    with open(json_path, "w") as json_file:
+        json.dump(combined_contents, json_file)
+    print("All evaluation completed!")
+
+    # Calculate average score
+    score_sum = 0
+    count = 0
+    for key, result in combined_contents.items():
+        count += 1
+        score_match = result[0]['score']
+        score = int(score_match)
+        score_sum += score
+    average_score = score_sum / count
+
+    print("Average score temporal understanding:", average_score)
+
+
+if __name__ == "__main__":
+    main()
+
diff --git a/llava/eval/video/eval_benchmark_5_consistency.py b/llava/eval/video/eval_benchmark_5_consistency.py
new file mode 100644
index 0000000000000000000000000000000000000000..86fdc5541c254bce7452a29742b467ce3ec43656
--- /dev/null
+++ b/llava/eval/video/eval_benchmark_5_consistency.py
@@ -0,0 +1,198 @@
+import openai
+import os
+import argparse
+import json
+import ast
+from multiprocessing.pool import Pool
+
+
+def parse_args():
+    parser = argparse.ArgumentParser(description="question-answer-generation-using-gpt-3")
+    parser.add_argument("--pred_path", required=True, help="The path to file containing prediction.")
+    parser.add_argument("--output_dir", required=True, help="The path to save annotation json files.")
+    parser.add_argument("--output_json", required=True, help="The path to save annotation final combined json file.")
+    parser.add_argument("--api_key", required=True, help="OpenAI API key.")
+    parser.add_argument("--api_base", default="", type=str, help="OpenAI API base.")
+    parser.add_argument("--num_tasks", required=True, type=int, help="Number of splits.")
+    args = parser.parse_args()
+    return args
+
+
+def annotate(prediction_set, caption_files, output_dir, args):
+    """
+    Evaluates question and answer pairs using GPT-3 and
+    returns a score for consistency.
+    """
+    # Set the OpenAI API key.
+    openai.api_key = args.api_key
+    if args.api_base is not None:
+        openai.api_base = args.api_base
+    for file in caption_files:
+        key = file[:-5] # Strip file extension
+        qa_set = prediction_set[key]
+        question1 = qa_set['q1']
+        question2 = qa_set['q2']
+        answer = qa_set['a']
+        pred1 = qa_set['pred1']
+        pred2 = qa_set['pred2']
+        try:
+            # Compute the consistency score
+            completion = openai.ChatCompletion.create(
+                model="gpt-3.5-turbo",
+                messages=[
+                    {
+                        "role": "system",
+                        "content":
+                            "You are an intelligent chatbot designed for evaluating the consistency of generative outputs for similar video-based question-answer pairs. "
+                            "You will be given two very similar questions, a common answer common to both the questions and predicted answers for the two questions ."
+                            "Your task is to compare the predicted answers for two very similar question, with a common correct answer and determine if they are consistent. Here's how you can accomplish the task:"
+                            "------"
+                            "##INSTRUCTIONS: "
+                            "- Focus on the consistency between the two predicted answers and the correct answer. Both predicted answers should correspond to the correct answer and to each other, and should not contain any contradictions or significant differences in the conveyed information.\n"
+                            "- Both predicted answers must be consistent with each other and the correct answer, in terms of the information they provide about the video content.\n"
+                            "- Consider synonyms or paraphrases as valid matches, but only if they maintain the consistency in the conveyed information.\n"
+                            "- Evaluate the consistency of the two predicted answers compared to the correct answer."
+                    },
+                    {
+                        "role": "user",
+                        "content":
+                            "Please evaluate the following video-based question-answer pair:\n\n"
+                            f"Question 1: {question1}\n"
+                            f"Question 2: {question2}\n"
+                            f"Correct Answer: {answer}\n"
+                            f"Predicted Answer to Question 1: {pred1}\n"
+                            f"Predicted Answer to Question 2: {pred2}\n\n"
+                            "Provide your evaluation only as a consistency score where the consistency score is an integer value between 0 and 5, with 5 indicating the highest level of consistency. "
+                            "Please generate the response in the form of a Python dictionary string with keys 'score', where its value is the consistency score in INTEGER, not STRING."
+                            "DO NOT PROVIDE ANY OTHER OUTPUT TEXT OR EXPLANATION. Only provide the Python dictionary string. "
+                            "For example, your response should look like this: {''score': 4.8}."
+                    }
+                ]
+            )
+            # Convert response to a Python dictionary.
+            response_message = completion["choices"][0]["message"]["content"]
+            response_dict = ast.literal_eval(response_message)
+            result_qa_pair = [response_dict, qa_set]
+
+            # Save the question-answer pairs to a json file.
+            with open(f"{output_dir}/{key}.json", "w") as f:
+                json.dump(result_qa_pair, f)
+
+        except Exception as e:
+            print(f"Error processing file '{key}': {e}")
+
+
+def main():
+    """
+    Main function to control the flow of the program.
+    """
+    # Parse arguments.
+    args = parse_args()
+
+    file = open(args.pred_path)
+    pred_contents = json.load(file)
+
+    # Dictionary to store the count of occurrences for each video_id
+    video_id_counts = {}
+    new_pred_contents = []
+
+    # Iterate through each sample in pred_contents
+    for sample in pred_contents:
+        video_id = sample['video_name']
+        if video_id in video_id_counts:
+            video_id_counts[video_id] += 1
+        else:
+            video_id_counts[video_id] = 0
+
+        # Create a new sample with the modified key
+        new_sample = sample
+        new_sample['video_name'] = f"{video_id}_{video_id_counts[video_id]}"
+        new_pred_contents.append(new_sample)
+
+    # Generating list of id's and corresponding files
+    id_list = [x['video_name'] for x in new_pred_contents]
+    caption_files = [f"{id}.json" for id in id_list]
+
+    output_dir = args.output_dir
+    # Generate output directory if not exists.
+    if not os.path.exists(output_dir):
+        os.makedirs(output_dir)
+
+    # Preparing dictionary of question-answer sets
+    prediction_set = {}
+    for sample in new_pred_contents:
+        id = sample['video_name']
+        question1 = sample['Q1']
+        question2 = sample['Q1']
+        answer = sample['A']
+        pred1 = sample['pred1']
+        pred2 = sample['pred2']
+        qa_set = {"q1": question1, "q2": question2, "a": answer, "pred1": pred1, "pred2": pred2}
+        prediction_set[id] = qa_set
+
+    # Set the OpenAI API key.
+    openai.api_key = args.api_key
+    num_tasks = args.num_tasks
+
+    # While loop to ensure that all captions are processed.
+    while True:
+        try:
+            # Files that have not been processed yet.
+            completed_files = os.listdir(output_dir)
+            print(f"completed_files: {len(completed_files)}")
+
+            # Files that have not been processed yet.
+            incomplete_files = [f for f in caption_files if f not in completed_files]
+            print(f"incomplete_files: {len(incomplete_files)}")
+
+            # Break the loop when there are no incomplete files
+            if len(incomplete_files) == 0:
+                break
+            if len(incomplete_files) <= num_tasks:
+                num_tasks = 1
+
+            # Split tasks into parts.
+            part_len = len(incomplete_files) // num_tasks
+            all_parts = [incomplete_files[i:i + part_len] for i in range(0, len(incomplete_files), part_len)]
+            task_args = [(prediction_set, part, args.output_dir, args) for part in all_parts]
+
+            # Use a pool of workers to process the files in parallel.
+            with Pool() as pool:
+                pool.starmap(annotate, task_args)
+
+        except Exception as e: 
+            print(f"Error: {e}")
+
+    # Combine all the processed files into one
+    combined_contents = {}
+    json_path = args.output_json
+
+    # Iterate through json files
+    for file_name in os.listdir(output_dir):
+        if file_name.endswith(".json"):
+            file_path = os.path.join(output_dir, file_name)
+            with open(file_path, "r") as json_file:
+                content = json.load(json_file)
+                combined_contents[file_name[:-5]] = content
+
+    # Write combined content to a json file
+    with open(json_path, "w") as json_file:
+        json.dump(combined_contents, json_file)
+    print("All evaluation completed!")
+
+    # Calculate average score
+    score_sum = 0
+    count = 0
+    for key, result in combined_contents.items():
+        count += 1
+        score_match = result[0]['score']
+        score = int(score_match)
+        score_sum += score
+    average_score = score_sum / count
+
+    print("Average score for consistency:", average_score)
+
+
+if __name__ == "__main__":
+    main()
+
diff --git a/llava/eval/video/eval_video_qa.py b/llava/eval/video/eval_video_qa.py
new file mode 100644
index 0000000000000000000000000000000000000000..61956df8878dfc6b3d1c2b8c09fafdd8d7998a83
--- /dev/null
+++ b/llava/eval/video/eval_video_qa.py
@@ -0,0 +1,206 @@
+import openai
+import os
+import argparse
+import json
+import ast
+from multiprocessing.pool import Pool
+from tqdm import tqdm
+
+def parse_args():
+    parser = argparse.ArgumentParser(description="question-answer-generation-using-gpt-3")
+    parser.add_argument("--pred_path", default=r'', help="The path to file containing prediction.")
+    parser.add_argument("--output_dir", default=r'', help="The path to save annotation json files.")
+    parser.add_argument("--output_json", default=r'', help="The path to save annotation final combined json file.")
+    parser.add_argument("--api_key", default="", help="OpenAI API key.")
+    parser.add_argument("--api_base", default="", type=str, help="OpenAI API base.")
+    parser.add_argument("--num_tasks", default=1, type=int, help="Number of splits.")
+    args = parser.parse_args()
+    return args
+
+
+def annotate(prediction_set, caption_files, output_dir, args):
+    """
+    Evaluates question and answer pairs using GPT-3
+    Returns a score for correctness.
+    """
+    # Set the OpenAI API key.
+    openai.api_key = args.api_key
+    if args.api_base is not None:
+        openai.api_base = args.api_base
+    for file in caption_files:
+        key = file[:-5] # Strip file extension
+        qa_set = prediction_set[key]
+        question = qa_set['q']
+        answer = qa_set['a']
+        pred = qa_set['pred']
+        try:
+            # Compute the correctness score
+            completion = openai.ChatCompletion.create(
+                model="gpt-3.5-turbo",
+                messages=[
+                    {
+                        "role": "system",
+                        "content":
+                            "You are an intelligent chatbot designed for evaluating the correctness of generative outputs for question-answer pairs. "
+                            "Your task is to compare the predicted answer with the correct answer and determine if they match meaningfully. Here's how you can accomplish the task:"
+                            "------"
+                            "##INSTRUCTIONS: "
+                            "- Focus on the meaningful match between the predicted answer and the correct answer.\n"
+                            "- Consider synonyms or paraphrases as valid matches.\n"
+                            "- Evaluate the correctness of the prediction compared to the answer."
+                    },
+                    {
+                        "role": "user",
+                        "content":
+                            "Please evaluate the following video-based question-answer pair:\n\n"
+                            f"Question: {question}\n"
+                            f"Correct Answer: {answer}\n"
+                            f"Predicted Answer: {pred}\n\n"
+                            "Provide your evaluation only as a yes/no and score where the score is an integer value between 0 and 5, with 5 indicating the highest meaningful match. "
+                            "Please generate the response in the form of a Python dictionary string with keys 'pred' and 'score', where value of 'pred' is  a string of 'yes' or 'no' and value of 'score' is in INTEGER, not STRING."
+                            "DO NOT PROVIDE ANY OTHER OUTPUT TEXT OR EXPLANATION. Only provide the Python dictionary string. "
+                            "For example, your response should look like this: {'pred': 'yes', 'score': 4.8}."
+                    }
+                ]
+            )
+            # Convert response to a Python dictionary.
+            response_message = completion["choices"][0]["message"]["content"]
+            response_dict = ast.literal_eval(response_message)
+            result_qa_pair = [response_dict, qa_set]
+
+            # Save the question-answer pairs to a json file.
+            with open(f"{output_dir}/{key}.json", "w") as f:
+                json.dump(result_qa_pair, f)
+
+        except Exception as e:
+            print(f"Error processing file '{key}': {e}")
+
+
+def main():
+    """
+    Main function to control the flow of the program.
+    """
+    # Parse arguments.
+    args = parse_args()
+
+    file = open(args.pred_path)
+    new_pred_contents = [eval(i.strip()) for i in file.readlines()]
+
+    '''
+    # Dictionary to store the count of occurrences for each video_id
+    video_id_counts = {}
+    new_pred_contents = []
+
+    # Iterate through each sample in pred_contents
+    for sample in pred_contents:
+        video_id = sample['video_name']
+        if video_id in video_id_counts:
+            video_id_counts[video_id] += 1
+        else:
+            video_id_counts[video_id] = 0
+
+        # Create a new sample with the modified key
+        new_sample = sample
+        new_sample['video_name'] = f"{video_id}_{video_id_counts[video_id]}"
+        new_pred_contents.append(new_sample)
+    '''
+    # Generating list of id's and corresponding files
+    id_list = [x['id'] for x in new_pred_contents]
+    caption_files = [f"{id}.json" for id in id_list]
+
+    output_dir = args.output_dir
+    # Generate output directory if not exists.
+    if not os.path.exists(output_dir):
+        os.makedirs(output_dir)
+
+    # Preparing dictionary of question-answer sets
+    prediction_set = {}
+    for sample in new_pred_contents:
+        id = sample['id']
+        question = sample['question']
+        answer = sample['answer']
+        pred = sample['pred']
+        qa_set = {"q": question, "a": answer, "pred": pred}
+        prediction_set[id] = qa_set
+
+    num_tasks = args.num_tasks
+
+    # While loop to ensure that all captions are processed.
+    while True:
+        try:
+            # Files that have not been processed yet.
+            completed_files = os.listdir(output_dir)
+            print(f"completed_files: {len(completed_files)}")
+
+            # Files that have not been processed yet.
+            incomplete_files = [f for f in caption_files if f not in completed_files]
+            print(f"incomplete_files: {len(incomplete_files)}")
+
+            # Break the loop when there are no incomplete files
+            if len(incomplete_files) == 0:
+                break
+            if len(incomplete_files) <= num_tasks:
+                num_tasks = 1
+
+            # Split tasks into parts.
+            part_len = len(incomplete_files) // num_tasks
+            all_parts = [incomplete_files[i:i + part_len] for i in range(0, len(incomplete_files), part_len)]
+            task_args = [(prediction_set, part, args.output_dir, args) for part in all_parts]
+
+            # Use a pool of workers to process the files in parallel.
+            with Pool() as pool:
+                pool.starmap(annotate, task_args)
+
+        except Exception as e:
+            print(f"Error: {e}")
+
+    # Combine all the processed files into one
+    combined_contents = {}
+    json_path = args.output_json
+
+    # Iterate through json files
+    for file_name in os.listdir(output_dir):
+        if file_name.endswith(".json"):
+            file_path = os.path.join(output_dir, file_name)
+            with open(file_path, "r") as json_file:
+                content = json.load(json_file)
+                combined_contents[file_name[:-5]] = content
+
+    # Write combined content to a json file
+    with open(json_path, "w") as json_file:
+        json.dump(combined_contents, json_file)
+    print("All evaluation completed!")
+
+    # Calculate average score and accuracy
+    score_sum = 0
+    count = 0
+    yes_count = 0
+    no_count = 0
+    for key, result in tqdm(combined_contents.items()):
+        try:
+            # Computing score
+            count += 1
+            score_match = result[0]['score']
+            score = int(score_match)
+            score_sum += score
+
+            # Computing accuracy
+            pred = result[0]['pred']
+            if "yes" in pred.lower():
+                yes_count += 1
+            elif "no" in pred.lower():
+                no_count += 1
+        except:
+            print(result)
+
+    average_score = score_sum / count
+    accuracy = yes_count / (yes_count + no_count)
+    print("Yes count:", yes_count)
+    print("No count:", no_count)
+    print("Accuracy:", accuracy)
+    print("Average score:", average_score)
+
+
+if __name__ == "__main__":
+    main()
+
diff --git a/llava/eval/video/run_inference_benchmark_consistency.py b/llava/eval/video/run_inference_benchmark_consistency.py
new file mode 100644
index 0000000000000000000000000000000000000000..72c5030c407b59f1bf4d71910b370bf832d5b55d
--- /dev/null
+++ b/llava/eval/video/run_inference_benchmark_consistency.py
@@ -0,0 +1,96 @@
+import os
+import argparse
+import json
+from tqdm import tqdm
+# from video_chatgpt.eval.model_utils import initialize_model, load_video
+# from video_chatgpt.inference import video_chatgpt_infer
+
+from llava.eval.video.run_inference_video_qa import get_model_output
+from llava.mm_utils import get_model_name_from_path
+from llava.model.builder import load_pretrained_model
+
+
+def parse_args():
+    """
+    Parse command-line arguments.
+    """
+    parser = argparse.ArgumentParser()
+
+    # Define the command-line arguments
+    parser.add_argument('--model_path', help='', required=True)
+    parser.add_argument('--cache_dir', help='', required=True)
+    parser.add_argument('--video_dir', help='Directory containing video files.', required=True)
+    parser.add_argument('--gt_file', help='Path to the ground truth file.', required=True)
+    parser.add_argument('--output_dir', help='Directory to save the model results JSON.', required=True)
+    parser.add_argument('--output_name', help='Name of the file for storing results JSON.', required=True)
+    # parser.add_argument("--model-name", type=str, required=True)
+    parser.add_argument("--device", type=str, required=False, default='cuda:0')
+    parser.add_argument('--model_base', help='', default=None, type=str, required=False)
+    parser.add_argument("--model_max_length", type=int, required=False, default=2048)
+    # parser.add_argument("--conv-mode", type=str, required=False, default='video-chatgpt_v1')
+    # parser.add_argument("--projection_path", type=str, required=True)
+
+    return parser.parse_args()
+
+
+def run_inference(args):
+    """
+    Run inference on a set of video files using the provided model.
+
+    Args:
+        args: Command-line arguments.
+    """
+    # Initialize the model
+    model_name = get_model_name_from_path(args.model_path)
+    tokenizer, model, processor, context_len = load_pretrained_model(args.model_path, args.model_base, model_name)
+    model = model.to(args.device)
+
+    # Load the ground truth file
+    with open(args.gt_file) as file:
+        gt_contents = json.load(file)
+
+    # Create the output directory if it doesn't exist
+    if not os.path.exists(args.output_dir):
+        os.makedirs(args.output_dir)
+
+    output_list = []  # List to store the output results
+    # conv_mode = args.conv_mode
+
+    video_formats = ['.mp4', '.avi', '.mov', '.mkv']
+
+    # Iterate over each sample in the ground truth file
+    for sample in tqdm(gt_contents):
+        video_name = sample['video_name']
+        sample_set = sample
+        question_1 = sample['Q1']
+        question_2 = sample['Q2']
+
+        try:
+            # Load the video file
+            for fmt in video_formats:  # Added this line
+                temp_path = os.path.join(args.video_dir, f"{video_name}{fmt}")
+                if os.path.exists(temp_path):
+                    video_path = temp_path
+
+                    # Run inference on the video for the first question and add the output to the list
+                    output_1 = get_model_output(model, processor['video'], tokenizer, video_path, question_1, args)
+                    sample_set['pred1'] = output_1
+
+                    # Run inference on the video for the second question and add the output to the list
+                    output_2 = get_model_output(model, processor['video'], tokenizer, video_path, question_2, args)
+                    sample_set['pred2'] = output_2
+
+                    output_list.append(sample_set)
+                    break
+
+        except Exception as e:
+            print(f"Error processing video file '{video_name}': {e}")
+
+    # Save the output list to a JSON file
+    with open(os.path.join(args.output_dir, f"{args.output_name}.json"), 'w') as file:
+        json.dump(output_list, file)
+
+
+if __name__ == "__main__":
+    args = parse_args()
+    run_inference(args)
diff --git a/llava/eval/video/run_inference_benchmark_general.py b/llava/eval/video/run_inference_benchmark_general.py
new file mode 100644
index 0000000000000000000000000000000000000000..8eed474dee3a173f0ee43fab764143c8a4e10614
--- /dev/null
+++ b/llava/eval/video/run_inference_benchmark_general.py
@@ -0,0 +1,87 @@
+import os
+import argparse
+import json
+from tqdm import tqdm
+# from video_chatgpt.eval.model_utils import initialize_model, load_video
+# from video_chatgpt.inference import video_chatgpt_infer
+
+from llava.eval.video.run_inference_video_qa import get_model_output
+from llava.mm_utils import get_model_name_from_path
+from llava.model.builder import load_pretrained_model
+
+
+def parse_args():
+    """
+    Parse command-line arguments.
+    """
+    parser = argparse.ArgumentParser()
+
+    # Define the command-line arguments
+    parser.add_argument('--model_path', help='', required=True)
+    parser.add_argument('--cache_dir', help='', required=True)
+    parser.add_argument('--video_dir', help='Directory containing video files.', required=True)
+    parser.add_argument('--gt_file', help='Path to the ground truth file.', required=True)
+    parser.add_argument('--output_dir', help='Directory to save the model results JSON.', required=True)
+    parser.add_argument('--output_name', help='Name of the file for storing results JSON.', required=True)
+    # parser.add_argument("--model-name", type=str, required=True)
+    parser.add_argument("--device", type=str, required=False, default='cuda:0')
+    parser.add_argument('--model_base', help='', default=None, type=str, required=False)
+    parser.add_argument("--model_max_length", type=int, required=False, default=2048)
+    # parser.add_argument("--conv-mode", type=str, required=False, default='video-chatgpt_v1')
+    # parser.add_argument("--projection_path", type=str, required=True)
+
+    return parser.parse_args()
+
+
+def run_inference(args):
+    """
+    Run inference on a set of video files using the provided model.
+
+    Args:
+        args: Command-line arguments.
+    """# Initialize the model
+    model_name = get_model_name_from_path(args.model_path)
+    tokenizer, model, processor, context_len = load_pretrained_model(args.model_path, args.model_base, model_name)
+    model = model.to(args.device)
+
+    # Load the ground truth file
+    with open(args.gt_file) as file:
+        gt_contents = json.load(file)
+
+    # Create the output directory if it doesn't exist
+    if not os.path.exists(args.output_dir):
+        os.makedirs(args.output_dir)
+
+    output_list = []  # List to store the output results
+    # conv_mode = args.conv_mode
+
+    video_formats = ['.mp4', '.avi', '.mov', '.mkv']
+
+    # Iterate over each sample in the ground truth file
+    for sample in tqdm(gt_contents):
+        video_name = sample['video_name']
+        sample_set = sample
+        question = sample['Q']
+
+        try:
+            # Load the video file
+            for fmt in video_formats:  # Added this line
+                temp_path = os.path.join(args.video_dir, f"{video_name}{fmt}")
+                if os.path.exists(temp_path):
+                    video_path = temp_path
+                    output = get_model_output(model, processor['video'], tokenizer, video_path, question, args)
+                    sample_set['pred'] = output
+                    output_list.append(sample_set)
+                    break
+
+        except Exception as e:
+            print(f"Error processing video file '{video_name}': {e}")
+
+    # Save the output list to a JSON file
+    with open(os.path.join(args.output_dir, f"{args.output_name}.json"), 'w') as file:
+        json.dump(output_list, file)
+
+
+if __name__ == "__main__":
+    args = parse_args()
+    run_inference(args)
diff --git a/llava/eval/video/run_inference_video_qa.py b/llava/eval/video/run_inference_video_qa.py
new file mode 100644
index 0000000000000000000000000000000000000000..0adf6af853fac13777dce737f02aca760ba7f50d
--- /dev/null
+++ b/llava/eval/video/run_inference_video_qa.py
@@ -0,0 +1,171 @@
+import math
+import os
+import argparse
+import json
+
+import torch
+import transformers
+from tqdm import tqdm
+from llava.conversation import conv_templates, SeparatorStyle
+from llava.constants import DEFAULT_X_START_TOKEN, DEFAULT_X_TOKEN, DEFAULT_X_END_TOKEN, X_TOKEN_INDEX
+from llava.mm_utils import get_model_name_from_path, tokenizer_X_token, KeywordsStoppingCriteria
+from llava.model.builder import load_pretrained_model
+from llava.model.language_model.llava_llama import LlavaLlamaForCausalLM
+from llava.train.train import smart_tokenizer_and_embedding_resize
+
+
+def split_list(lst, n):
+    """Split a list into n (roughly) equal-sized chunks"""
+    chunk_size = math.ceil(len(lst) / n)  # integer division
+    return [lst[i:i+chunk_size] for i in range(0, len(lst), chunk_size)]
+
+
+def get_chunk(lst, n, k):
+    chunks = split_list(lst, n)
+    return chunks[k]
+
+def parse_args():
+    """
+    Parse command-line arguments.
+    """
+    parser = argparse.ArgumentParser()
+
+    # Define the command-line arguments
+    parser.add_argument('--model_path', help='', required=True)
+    parser.add_argument('--cache_dir', help='', required=True)
+    parser.add_argument('--video_dir', help='Directory containing video files.', required=True)
+    parser.add_argument('--gt_file_question', help='Path to the ground truth file containing question.', required=True)
+    parser.add_argument('--gt_file_answers', help='Path to the ground truth file containing answers.', required=True)
+    parser.add_argument('--output_dir', help='Directory to save the model results JSON.', required=True)
+    parser.add_argument('--output_name', help='Name of the file for storing results JSON.', required=True)
+    parser.add_argument("--num_chunks", type=int, default=1)
+    parser.add_argument("--chunk_idx", type=int, default=0)
+    parser.add_argument("--device", type=str, required=False, default='cuda:0')
+    parser.add_argument('--model_base', help='', default=None, type=str, required=False)
+    parser.add_argument("--model_max_length", type=int, required=False, default=2048)
+
+    return parser.parse_args()
+
+def get_model_output(model, video_processor, tokenizer, video, qs, args):
+    if model.config.mm_use_x_start_end:
+        qs = DEFAULT_X_START_TOKEN['VIDEO'] + DEFAULT_X_TOKEN['VIDEO'] + DEFAULT_X_END_TOKEN['VIDEO'] + '\n' + qs
+    else:
+        qs = DEFAULT_X_TOKEN['VIDEO'] + '\n' + qs
+
+    conv_mode = "llava_v1"
+    args.conv_mode = conv_mode
+
+    conv = conv_templates[args.conv_mode].copy()
+    conv.append_message(conv.roles[0], qs)
+    conv.append_message(conv.roles[1], None)
+    prompt = conv.get_prompt()
+
+
+    video_tensor = video_processor.preprocess(video, return_tensors='pt')['pixel_values'][0].half().to(args.device)
+    # print(video_tensor.shape)
+    input_ids = tokenizer_X_token(prompt, tokenizer, X_TOKEN_INDEX['VIDEO'], return_tensors='pt').unsqueeze(0).to(args.device)
+
+    stop_str = conv.sep if conv.sep_style != SeparatorStyle.TWO else conv.sep2
+    keywords = [stop_str]
+    stopping_criteria = KeywordsStoppingCriteria(keywords, tokenizer, input_ids)
+    '''
+    images (X_modalities) [
+            [img_feature, img_feature, video_feature, audio_feature],
+            ['image', 'image', 'video', 'audio']
+            ]
+    '''
+
+    with torch.inference_mode():
+        output_ids = model.generate(
+            input_ids,
+            images=[[video_tensor], ['video']],
+            do_sample=True,
+            temperature=0.2,
+            max_new_tokens=1024,
+            use_cache=True,
+            stopping_criteria=[stopping_criteria])
+
+    input_token_len = input_ids.shape[1]
+    n_diff_input_output = (input_ids != output_ids[:, :input_token_len]).sum().item()
+    if n_diff_input_output > 0:
+        print(f'[Warning] {n_diff_input_output} output_ids are not the same as the input_ids')
+    outputs = tokenizer.batch_decode(output_ids[:, input_token_len:], skip_special_tokens=True)[0]
+    outputs = outputs.strip()
+    if outputs.endswith(stop_str):
+        outputs = outputs[:-len(stop_str)]
+    outputs = outputs.strip()
+    print(outputs)
+    return outputs
+
+
+def run_inference(args):
+    """
+    Run inference on ActivityNet QA DataSet using the Video-ChatGPT model.
+
+    Args:
+        args: Command-line arguments.
+    """
+    # Initialize the model
+    model_name = get_model_name_from_path(args.model_path)
+    tokenizer, model, processor, context_len = load_pretrained_model(args.model_path, args.model_base, model_name)
+    model = model.to(args.device)
+
+    # Load both ground truth file containing questions and answers
+    # with open(args.gt_file_question) as file:
+    #     gt_questions = json.load(file)
+    # with open(args.gt_file_answers) as file:
+    #     gt_answers = json.load(file)
+
+    gt_questions = json.load(open(args.gt_file_question, "r"))
+    gt_questions = get_chunk(gt_questions, args.num_chunks, args.chunk_idx)
+    gt_answers = json.load(open(args.gt_file_answers, "r"))
+    # gt_answers = get_chunk(gt_answers, args.num_chunks, args.chunk_idx)
+
+    answers_file = os.path.join(args.output_dir, f"{args.output_name}.json")
+    os.makedirs(args.output_dir, exist_ok=True)
+    ans_file = open(answers_file, "w")
+
+    # Create the output directory if it doesn't exist
+    if not os.path.exists(args.output_dir):
+        os.makedirs(args.output_dir)
+
+    output_list = []  # List to store the output results
+
+
+    video_formats = ['.mp4', '.avi', '.mov', '.mkv']
+
+    # Iterate over each sample in the ground truth file
+    index = 0
+    for sample in tqdm(gt_questions):
+        video_name = sample['video_name']
+        question = sample['question']
+        id = sample['question_id']
+        answer = gt_answers[index]['answer']
+        index += 1
+
+        sample_set = {'id': id, 'question': question, 'answer': answer}
+
+        # Load the video file
+        for fmt in tqdm(video_formats):  # Added this line
+            temp_path = os.path.join(args.video_dir, f"{video_name}{fmt}")
+            if os.path.exists(temp_path):
+                video_path = temp_path
+                # try:
+                # Run inference on the video and add the output to the list
+                output = get_model_output(model, processor['video'], tokenizer, video_path, question, args)
+                sample_set['pred'] = output
+                output_list.append(sample_set)
+                # except Exception as e:
+                #     print(f"Error processing video file '{video_name}': {e}")
+                ans_file.write(json.dumps(sample_set) + "\n")
+                break
+
+    ans_file.close()
+    # Save the output list to a JSON file
+    # with open(os.path.join(args.output_dir, f"{args.output_name}.json"), 'w') as file:
+    #     json.dump(output_list, file)
+
+
+if __name__ == "__main__":
+    args = parse_args()
+    run_inference(args)
diff --git a/llava/eval/video/run_inference_video_qa_act.py b/llava/eval/video/run_inference_video_qa_act.py
new file mode 100644
index 0000000000000000000000000000000000000000..61eb1baf9913d01a2f3804e556601fbc720dbd5f
--- /dev/null
+++ b/llava/eval/video/run_inference_video_qa_act.py
@@ -0,0 +1,171 @@
+import math
+import os
+import argparse
+import json
+
+import torch
+import transformers
+from tqdm import tqdm
+from llava.conversation import conv_templates, SeparatorStyle
+from llava.constants import DEFAULT_X_START_TOKEN, DEFAULT_X_TOKEN, DEFAULT_X_END_TOKEN, X_TOKEN_INDEX
+from llava.mm_utils import get_model_name_from_path, tokenizer_X_token, KeywordsStoppingCriteria
+from llava.model.builder import load_pretrained_model
+from llava.model.language_model.llava_llama import LlavaLlamaForCausalLM
+from llava.train.train import smart_tokenizer_and_embedding_resize
+
+
+def split_list(lst, n):
+    """Split a list into n (roughly) equal-sized chunks"""
+    chunk_size = math.ceil(len(lst) / n)  # integer division
+    return [lst[i:i+chunk_size] for i in range(0, len(lst), chunk_size)]
+
+
+def get_chunk(lst, n, k):
+    chunks = split_list(lst, n)
+    return chunks[k]
+
+def parse_args():
+    """
+    Parse command-line arguments.
+    """
+    parser = argparse.ArgumentParser()
+
+    # Define the command-line arguments
+    parser.add_argument('--model_path', help='', required=True)
+    parser.add_argument('--cache_dir', help='', required=True)
+    parser.add_argument('--video_dir', help='Directory containing video files.', required=True)
+    parser.add_argument('--gt_file_question', help='Path to the ground truth file containing question.', required=True)
+    parser.add_argument('--gt_file_answers', help='Path to the ground truth file containing answers.', required=True)
+    parser.add_argument('--output_dir', help='Directory to save the model results JSON.', required=True)
+    parser.add_argument('--output_name', help='Name of the file for storing results JSON.', required=True)
+    parser.add_argument("--num_chunks", type=int, default=1)
+    parser.add_argument("--chunk_idx", type=int, default=0)
+    parser.add_argument("--device", type=str, required=False, default='cuda:0')
+    parser.add_argument('--model_base', help='', default=None, type=str, required=False)
+    parser.add_argument("--model_max_length", type=int, required=False, default=2048)
+
+    return parser.parse_args()
+
+def get_model_output(model, video_processor, tokenizer, video, qs, args):
+    if model.config.mm_use_x_start_end:
+        qs = DEFAULT_X_START_TOKEN['VIDEO'] + DEFAULT_X_TOKEN['VIDEO'] + DEFAULT_X_END_TOKEN['VIDEO'] + '\n' + qs
+    else:
+        qs = DEFAULT_X_TOKEN['VIDEO'] + '\n' + qs
+
+    conv_mode = "llava_v1"
+    args.conv_mode = conv_mode
+
+    conv = conv_templates[args.conv_mode].copy()
+    conv.append_message(conv.roles[0], qs)
+    conv.append_message(conv.roles[1], None)
+    prompt = conv.get_prompt()
+
+
+    video_tensor = video_processor.preprocess(video, return_tensors='pt')['pixel_values'][0].half().to(args.device)
+    # print(video_tensor.shape)
+    input_ids = tokenizer_X_token(prompt, tokenizer, X_TOKEN_INDEX['VIDEO'], return_tensors='pt').unsqueeze(0).to(args.device)
+
+    stop_str = conv.sep if conv.sep_style != SeparatorStyle.TWO else conv.sep2
+    keywords = [stop_str]
+    stopping_criteria = KeywordsStoppingCriteria(keywords, tokenizer, input_ids)
+    '''
+    images (X_modalities) [
+            [img_feature, img_feature, video_feature, audio_feature],
+            ['image', 'image', 'video', 'audio']
+            ]
+    '''
+
+    with torch.inference_mode():
+        output_ids = model.generate(
+            input_ids,
+            images=[[video_tensor], ['video']],
+            do_sample=True,
+            temperature=0.2,
+            max_new_tokens=1024,
+            use_cache=True,
+            stopping_criteria=[stopping_criteria])
+
+    input_token_len = input_ids.shape[1]
+    n_diff_input_output = (input_ids != output_ids[:, :input_token_len]).sum().item()
+    if n_diff_input_output > 0:
+        print(f'[Warning] {n_diff_input_output} output_ids are not the same as the input_ids')
+    outputs = tokenizer.batch_decode(output_ids[:, input_token_len:], skip_special_tokens=True)[0]
+    outputs = outputs.strip()
+    if outputs.endswith(stop_str):
+        outputs = outputs[:-len(stop_str)]
+    outputs = outputs.strip()
+    print(outputs)
+    return outputs
+
+
+def run_inference(args):
+    """
+    Run inference on ActivityNet QA DataSet using the Video-ChatGPT model.
+
+    Args:
+        args: Command-line arguments.
+    """
+    # Initialize the model
+    model_name = get_model_name_from_path(args.model_path)
+    tokenizer, model, processor, context_len = load_pretrained_model(args.model_path, args.model_base, model_name)
+    model = model.to(args.device)
+
+    # Load both ground truth file containing questions and answers
+    # with open(args.gt_file_question) as file:
+    #     gt_questions = json.load(file)
+    # with open(args.gt_file_answers) as file:
+    #     gt_answers = json.load(file)
+
+    gt_questions = json.load(open(args.gt_file_question, "r"))
+    gt_questions = get_chunk(gt_questions, args.num_chunks, args.chunk_idx)
+    gt_answers = json.load(open(args.gt_file_answers, "r"))
+    # gt_answers = get_chunk(gt_answers, args.num_chunks, args.chunk_idx)
+
+    answers_file = os.path.join(args.output_dir, f"{args.output_name}.json")
+    os.makedirs(args.output_dir, exist_ok=True)
+    ans_file = open(answers_file, "w")
+
+    # Create the output directory if it doesn't exist
+    if not os.path.exists(args.output_dir):
+        os.makedirs(args.output_dir)
+
+    output_list = []  # List to store the output results
+
+
+    video_formats = ['.mp4', '.avi', '.mov', '.mkv']
+
+    # Iterate over each sample in the ground truth file
+    index = 0
+    for sample in tqdm(gt_questions):
+        video_name = sample['video_name']
+        question = sample['question']
+        id = sample['question_id']
+        answer = gt_answers[index]['answer']
+        index += 1
+
+        sample_set = {'id': id, 'question': question, 'answer': answer}
+
+        # Load the video file
+        for fmt in tqdm(video_formats):  # Added this line
+            temp_path = os.path.join(args.video_dir, f"v_{video_name}{fmt}")
+            if os.path.exists(temp_path):
+                video_path = temp_path
+                # try:
+                # Run inference on the video and add the output to the list
+                output = get_model_output(model, processor['video'], tokenizer, video_path, question, args)
+                sample_set['pred'] = output
+                output_list.append(sample_set)
+                # except Exception as e:
+                #     print(f"Error processing video file '{video_name}': {e}")
+                ans_file.write(json.dumps(sample_set) + "\n")
+                break
+
+    ans_file.close()
+    # Save the output list to a JSON file
+    # with open(os.path.join(args.output_dir, f"{args.output_name}.json"), 'w') as file:
+    #     json.dump(output_list, file)
+
+
+if __name__ == "__main__":
+    args = parse_args()
+    run_inference(args)
diff --git a/llava/eval/webpage/figures/alpaca.png b/llava/eval/webpage/figures/alpaca.png
new file mode 100644
index 0000000000000000000000000000000000000000..497a702ab5efb88b8f67333eae81645eecea78cd
Binary files /dev/null and b/llava/eval/webpage/figures/alpaca.png differ
diff --git a/llava/eval/webpage/figures/bard.jpg b/llava/eval/webpage/figures/bard.jpg
new file mode 100644
index 0000000000000000000000000000000000000000..5b32cb501799175e3829f92b014795ad1cbee79d
Binary files /dev/null and b/llava/eval/webpage/figures/bard.jpg differ
diff --git a/llava/eval/webpage/figures/chatgpt.svg b/llava/eval/webpage/figures/chatgpt.svg
new file mode 100644
index 0000000000000000000000000000000000000000..8147382a3152de03c24b4cd91f9870ced1a95d54
--- /dev/null
+++ b/llava/eval/webpage/figures/chatgpt.svg
@@ -0,0 +1 @@
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diff --git a/llava/eval/webpage/figures/llama.jpg b/llava/eval/webpage/figures/llama.jpg
new file mode 100644
index 0000000000000000000000000000000000000000..7217e5dc1bb683453204a20890f01f5806ce12cf
Binary files /dev/null and b/llava/eval/webpage/figures/llama.jpg differ
diff --git a/llava/eval/webpage/figures/swords_FILL0_wght300_GRAD0_opsz48.svg b/llava/eval/webpage/figures/swords_FILL0_wght300_GRAD0_opsz48.svg
new file mode 100644
index 0000000000000000000000000000000000000000..3bee468d34515fdcbef1a8b8803c9fc4f7dc0b34
--- /dev/null
+++ b/llava/eval/webpage/figures/swords_FILL0_wght300_GRAD0_opsz48.svg
@@ -0,0 +1 @@
+<svg xmlns="http://www.w3.org/2000/svg" height="48" viewBox="0 96 960 960" width="48"><path d="m762.846 947.614-124.77-124.769-88 88-30.306-30.692q-16.616-16.231-16.616-40.077 0-23.846 16.616-40.461L708 611.385q16.23-16.231 40.076-16.231t40.462 16.231l30.307 30.691-88 88 124.154 124.77q8.615 8.615 8.615 20.23 0 11.616-8.615 20.231l-51.692 52.307q-8.615 9-20.231 9-11.615 0-20.23-9Zm97.153-624.076L412.768 771.153l27.847 28.077q16.231 16.616 16.231 40.462 0 23.846-16.231 40.077l-30.691 30.691-88-88-124.77 124.769q-8.615 9-20.23 9-11.616 0-20.231-9l-52.307-52.307q-9-8.615-9-20.23 0-11.616 9-20.231l124.769-124.769-88-88L171.847 611q16.231-16.23 40.077-16.23 23.846 0 40.461 16.23l28.462 28.232 447.615-447.231h131.537v131.537ZM323.846 483.769l33.769-34.154 34.154-34.153-34.154 34.153-33.769 34.154Zm-31.999 31.999-191.846-192.23V192.001h131.537l191.461 191.846-31.23 31.615-179.077-178.077h-67.307v67.307l178.461 179.077-31.999 31.999Zm87.691 222.77 435.077-433.846v-67.307h-67.307L312.231 670.846l67.307 67.692Zm0 0L346.385 704l-34.154-33.154L346.385 704l33.153 34.538Z"/></svg>
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diff --git a/llava/eval/webpage/figures/vicuna.jpeg b/llava/eval/webpage/figures/vicuna.jpeg
new file mode 100644
index 0000000000000000000000000000000000000000..e7883dc886b96d078883e01aefd16792133e204a
Binary files /dev/null and b/llava/eval/webpage/figures/vicuna.jpeg differ
diff --git a/llava/eval/webpage/index.html b/llava/eval/webpage/index.html
new file mode 100644
index 0000000000000000000000000000000000000000..c2e3cf020ba7d8e064f2cd801788a5d2d50b97da
--- /dev/null
+++ b/llava/eval/webpage/index.html
@@ -0,0 +1,162 @@
+<!DOCTYPE html>
+<html lang="en">
+<head>
+    <meta charset="UTF-8">
+    <meta name="viewport" content="width=device-width, initial-scale=1.0">
+    <title>Who's GPT-4's favorite? Battles between State-of-the-Art Chatbots</title>
+    <link rel="stylesheet" href="https://maxcdn.bootstrapcdn.com/bootstrap/4.5.2/css/bootstrap.min.css">
+    <link rel="stylesheet" href="https://fonts.googleapis.com/icon?family=Material+Icons">
+    <link rel="stylesheet" href="styles.css">
+</head>
+
+<body>
+    <nav class="navbar navbar-expand-lg navbar-dark bg-dark">
+        <a class="navbar-brand" href="#">🏔️ Vicuna Evaluation Examples</a>
+        <button class="navbar-toggler" type="button" data-toggle="collapse" data-target="#navbarNav" aria-controls="navbarNav" aria-expanded="false" aria-label="Toggle navigation">
+          <span class="navbar-toggler-icon"></span>
+        </button>
+        <div class="collapse navbar-collapse" id="navbarNav">
+          <ul class="navbar-nav mr-auto">
+            <li class="nav-item">
+                <a class="nav-link" href="https://chat.lmsys.org/">Demo</a>
+              </li>
+              <li class="nav-item">
+                <a class="nav-link" href="https://vicuna.lmsys.org">Blog</a>
+              </li>
+              <li class="nav-item">
+                <a class="nav-link" href="https://github.com/lm-sys/FastChat">Github</a>
+              </li>
+          </ul>
+        </div>
+    </nav>
+
+    <div class="container mt-5">
+        <h2 class="text-center mb-5">Who's GPT-4's favorite? Battles between State-of-the-Art Chatbots</h2>
+
+        <!-- Selection -->
+        <div class="form-row">
+            <div class="form-group col-md-2">
+                <label for="category-select">Category</label>
+                <select class="form-control" id="category-select"></select>
+            </div>
+            <div class="form-group col-md-8">
+                <label for="question-select">Question</label>
+                <select class="form-control" id="question-select"></select>
+            </div>
+            <div class="form-group col-md-2">
+                <div class="col-md-2"><label>&nbsp;</label></div>
+                <div class="btn-group" role="group" aria-label="Left and Right Controller">
+                    <button type="button" class="form-control btn btn-primary" id="prev-question"><i class="material-icons">keyboard_arrow_left</i></button>
+                    <button type="button" class="form-control btn btn-primary" id="next-question"><i class="material-icons">keyboard_arrow_right</i></button>
+                </div>
+            </div>
+        </div>
+
+        <!-- "Battle" -->
+        <div class="row mb-4" style="justify-content: center;">
+            <div class="col" style="display: flex; justify-content: center; align-items: center;">
+                <label class="adjustable-font-size" id="other-score-label">*/10</label>
+            </div>
+            <div class="col">
+                <div class="vertical-flex-layout">
+                    <img class="shadow figure-img img-fluid" src="" alt="other logo" width="150" id="other-model-figure">
+                </div>
+            </div>
+            <div class="col">
+                <div class="vertical-flex-layout">
+                    <!-- from: https://fonts.google.com/icons?icon.query=battle&selected=Material+Symbols+Outlined:swords:FILL@0;wght@300;GRAD@0;opsz@48&icon.style=Outlined -->
+                    <img class="figure-img img-fluid" src="figures/swords_FILL0_wght300_GRAD0_opsz48.svg" width="60" height="60">
+                </div>
+            </div>
+            <div class="col">
+                <div class="vertical-flex-layout">
+                    <img class="shadow figure-img img-fluid" src="figures/vicuna.jpeg" alt="vicuna logo" width="150" id="our-model-figure">
+                </div>
+            </div>
+            <div class="col" style="display: flex; justify-content: center; align-items: center;">
+                <label class="adjustable-font-size" id="our-score-label">*/10</label>
+            </div>
+        </div>
+
+        <!-- Question Card -->
+        <div class="card mb-4">
+            <div class="card-body" id="selected-question"></div>
+        </div>
+
+        <!-- Answer Cards -->
+        <div class="row">
+            <div class="col-md-6">
+                <div class="card mb-4 expandable-card">
+                    <div class="card-header" style="padding-bottom: 0.2rem" id="other-model-header-bg">
+                        <div class="row">
+                            <div class="col-md-5" style="align-items: center; display: flex;">
+                                <label id="other-model-header">Assistant #1</label>
+                            </div>
+                            <div class="col-md-7">
+                                <select class="form-control" id="model-select" style="height: fit-content; margin-top: -0.3rem;"></select>
+                            </div>
+                        </div>
+                    </div>
+                    <div class="card-body">
+                        <div class="card-text-container">
+                            <div class="card-text" id="other-model-answer"></div>
+                        </div>
+                        <div class="btn btn-primary expand-btn" style="display:flex;"></div>
+                    </div>
+                </div>
+            </div>
+            <div class="col-md-6">
+                <div class="card mb-4 expandable-card">
+                    <div class="card-header" id="our-model-header">
+                        Assistant #2 (Vicuna, our model)
+                    </div>
+                    <div class="card-body">
+                        <div class="card-text-container">
+                            <div class="card-text" id="our-model-answer"></div>
+                        </div>
+                        <div class="btn btn-primary expand-btn" style="display:flex;"></div>
+                    </div>
+                </div>
+            </div>
+        </div>
+
+        <!-- Evaluation -->
+        <div class="card expandable-card">
+            <div class="card-header" style="background-color: #c9c9f2;" id="evaluation-header">GPT-4 Evaluation</div>
+            <div class="card-body">
+                <div class="card-text-container">
+                    <div class="card-text" id="evaluation-result"></div>
+                </div>
+                <div class="btn btn-primary expand-btn" style="display:flex;"></div>
+            </div>
+        </div>
+    </div>
+
+    <div class="container-fluid bg-light py-2">
+        <div class="text-center">
+            <small class="text-muted">This website is co-authored with <a href="https://openai.com" target="_blank">GPT-4</a>.</small>
+        </div>
+    </div>
+
+    <!-- Marked.js -->
+    <script src="https://cdn.jsdelivr.net/npm/marked@4.3.0/lib/marked.umd.min.js"></script>
+    <!-- Bootstrap and Popper.js JavaScript dependencies -->
+    <script src="https://code.jquery.com/jquery-3.5.1.slim.min.js"></script>
+    <script src="https://cdn.jsdelivr.net/npm/@popperjs/core@2.11.6/dist/umd/popper.min.js"></script>
+    <script src="https://maxcdn.bootstrapcdn.com/bootstrap/4.5.2/js/bootstrap.min.js"></script>
+
+    <script src="script.js"></script>
+    <script>
+      // Fetch the JSON file
+      fetch('data.json')
+        .then(response => response.json())
+        .then(json_data => {
+            // Populate the models and questions.
+            populateModels(json_data.models);
+            populateQuestions(json_data.questions);
+            displayQuestion(currentQuestionIndex);
+        }).catch(error => console.error(error));
+    </script>
+</body>
+
+</html>
diff --git a/llava/eval/webpage/script.js b/llava/eval/webpage/script.js
new file mode 100644
index 0000000000000000000000000000000000000000..4b71e3d5618a262e4746f58e5d10947b73370dca
--- /dev/null
+++ b/llava/eval/webpage/script.js
@@ -0,0 +1,245 @@
+// Description: Script for the evaluation webpage.
+
+let currentQuestionIndex = 1;
+
+// Store the model name mapping for later use.
+modelNameMapping = {
+    "gpt35": "ChatGPT-3.5",
+    "gpt4": "GPT-4",
+    "alpaca": "Alpaca-13b",
+    "vicuna": "Vicuna-13b",
+    "llama": "LLaMA-13b",
+    "bard": "Bard",
+};
+
+modelFigureMapping = {
+    "vicuna": "figures/vicuna.jpeg",
+    // Image from: https://commons.wikimedia.org/wiki/File:ChatGPT_logo.svg
+    "gpt35": "figures/chatgpt.svg",
+    // Image from: https://www.reddit.com/r/logodesign/comments/1128aat/google_ai_bard_logo_design/
+    "bard": "figures/bard.jpg",
+    // Image from: https://crfm.stanford.edu/2023/03/13/alpaca.html
+    "alpaca": "figures/alpaca.png",
+    // Image adapted from https://commons.wikimedia.org/wiki/File:Llama_on_Machu_Picchu.jpg
+    "llama": "figures/llama.jpg",
+}
+
+// Store the question data in a mapping for later use.
+questionMapping = {};
+// Store the question ids in a mapping for later use.
+categoryMapping = {};
+// Store the number of questions for later use.
+questionsCount = 0;
+
+
+function text2Markdown(text) {
+    // Normalize the text for markdown rendering.
+    text = text.trim().replaceAll('\n\n', '\n').replaceAll('\n', '\n\n');
+    return marked.parse(text);
+}
+
+function capitalizeFirstChar(str) {
+    if (!str || str.length === 0) {
+      return str;
+    }
+    return str.charAt(0).toUpperCase() + str.slice(1);
+}
+
+function updateQuestionSelect(question_id) {
+    const select = document.getElementById('question-select');
+    // Clear the question select.
+    select.innerHTML = '';
+    // Populate the question select.
+    category = questionMapping[question_id].category;
+    categoryMapping[category].forEach(question_id => {
+        const question = questionMapping[question_id];
+        const option = document.createElement('option');
+        option.value = question_id;
+        option.textContent = 'Q' + question_id.toString() + ': ' + question.question;
+        select.appendChild(option);
+    });
+    select.value = question_id;
+}
+
+function updateModelSelect() {
+    const select = document.getElementById('model-select');
+    img_path = modelFigureMapping[select.value];
+    document.getElementById('other-model-figure').src = img_path;
+}
+
+function populateModels(models) {
+    const select = document.getElementById('model-select');
+    models.forEach(model => {
+        const option = document.createElement('option');
+        option.value = model;
+        option.textContent = modelNameMapping[model];
+        select.appendChild(option);
+    });
+    updateModelSelect();
+}
+
+function populateQuestions(questions) {
+    const category_select = document.getElementById('category-select');
+
+    questionsCount = questions.length;
+    questions.forEach(question => {
+        const option = document.createElement('option');
+        // Store the question data in a mapping for later use.
+        questionMapping[question.id] = {
+            category: question.category,
+            question: question.question,
+            answers: question.answers,
+            evaluations: question.evaluations,
+            scores: question.scores,
+        };
+        // Store the question id in the category mapping.
+        if (question.category in categoryMapping) {
+            categoryMapping[question.category].push(question.id);
+        } else {
+            categoryMapping[question.category] = [question.id];
+            const category_option = document.createElement('option');
+            category_option.value = question.category;
+            category_option.textContent = capitalizeFirstChar(question.category);
+            category_select.appendChild(category_option);
+        }
+    });
+    // Set the default category.
+    updateQuestionSelect(currentQuestionIndex);
+}
+
+function displayQuestion(index) {
+    const question = questionMapping[index].question;
+    document.getElementById('selected-question').innerHTML = text2Markdown('**Question:** ' + question);
+    displayAnswers(index);
+}
+
+function displayAnswers(index) {
+    const question = questionMapping[index];
+    const otherModel = document.getElementById('model-select').value;
+    // render the answers with markdown
+    document.getElementById('other-model-answer').innerHTML = text2Markdown(question.answers[otherModel]);
+    document.getElementById('our-model-answer').innerHTML = text2Markdown(question.answers.vicuna);
+
+    // Display evaluation
+    score = question.scores[otherModel];
+    score_text = modelNameMapping[otherModel] + " " + score[0] + "/10, Vicuna-13b " + score[1] + "/10";
+    document.getElementById('evaluation-header').textContent = "GPT-4 Evaluation" + " (Score: " + score_text + ")";
+    document.getElementById('evaluation-result').innerHTML = text2Markdown(question.evaluations[otherModel]);
+
+    // Update model names
+    let assistant1_title = "Assistant #1"; // (" + modelNameMapping[otherModel] + ")";
+    let assistant2_title = "Assistant #2 (Vicuna-13b, our model)";
+    // Update scores/labels.
+    let assistant1_score_label = score[0].toString() + '/10';
+    let assistant2_score_label = score[1].toString() + '/10';
+
+    const colorRed ='#fa9'; // '#eb978d';
+    // const colorGreen = '#c9f2c9';
+    const colorBlue = '#8ef'; // '#71dbf9';
+    const colorYellow = '#fe7'; // '#fada57';
+    let otherModelHeaderColor = '';
+    let ourModelHeaderColor = '';
+    // Update the winner.
+    if (score[0] == score[1]) {
+        assistant1_title = '🏆 ' + assistant1_title;
+        assistant1_score_label = '🏆 ' + assistant1_score_label;
+        assistant2_title = '🏆 ' + assistant2_title;
+        assistant2_score_label = '🏆 ' + assistant2_score_label;
+        otherModelHeaderColor = colorYellow;
+        ourModelHeaderColor = colorYellow;
+    } else if (score[0] > score[1]) {
+        assistant1_title = '🏆 ' + assistant1_title;
+        assistant1_score_label = '🏆 ' + assistant1_score_label;
+        otherModelHeaderColor = colorBlue;
+        ourModelHeaderColor = colorRed;
+    } else if (score[0] < score[1]) {
+        assistant2_title = '🏆 ' + assistant2_title;
+        assistant2_score_label = '🏆 ' + assistant2_score_label;
+        otherModelHeaderColor = colorRed;
+        ourModelHeaderColor = colorBlue;
+    }
+
+    document.getElementById('other-model-header-bg').style.backgroundColor = otherModelHeaderColor;
+    document.getElementById('our-model-header').style.backgroundColor = ourModelHeaderColor;
+
+    document.getElementById('other-model-header').textContent = assistant1_title;
+    document.getElementById('our-model-header').textContent = assistant2_title;
+
+    document.getElementById('other-score-label').textContent = assistant1_score_label;
+    document.getElementById('our-score-label').textContent = assistant2_score_label;
+
+    // Update expand buttons visibility for both cards after displaying answers
+    // Reset the expanded state and update expand buttons visibility for both cards after displaying answers
+    document.querySelectorAll('.expandable-card').forEach(card => {
+        card.classList.remove('expanded');
+        updateExpandButtonVisibility(card);
+        const expandBtn = card.querySelector('.expand-btn');
+        expandBtn.innerHTML = '<i class="material-icons" style="pointer-events: none">keyboard_arrow_down</i> Show more';   // .textContent = 'Show more';
+    });
+}
+
+document.getElementById('question-select').addEventListener('change', e => {
+    currentQuestionIndex = parseInt(e.target.value);
+    displayQuestion(currentQuestionIndex);
+});
+
+document.getElementById('category-select').addEventListener('change', e => {
+    let currentCategory = e.target.value;
+    const questionIds = categoryMapping[currentCategory];
+    currentQuestionIndex = questionIds[0];
+    updateQuestionSelect(currentQuestionIndex);
+    displayQuestion(currentQuestionIndex);
+});
+
+// Update expand buttons whenever the model is changed
+document.getElementById('model-select').addEventListener('change', () => {
+    displayAnswers(currentQuestionIndex);
+    document.querySelectorAll('.expandable-card').forEach(card => {
+        updateExpandButtonVisibility(card);
+    });
+    updateModelSelect();
+});
+
+function switchQuestionAndCategory() {
+    document.getElementById('question-select').value = currentQuestionIndex;
+    old_category = document.getElementById('category-select').value;
+    new_category = questionMapping[currentQuestionIndex].category;
+    if (old_category != new_category) {
+        document.getElementById('category-select').value = new_category;
+        updateQuestionSelect(currentQuestionIndex);
+    }
+    displayQuestion(currentQuestionIndex);
+}
+
+document.getElementById('prev-question').addEventListener('click', () => {
+    // Question index starts from 1.
+    currentQuestionIndex = Math.max(1, currentQuestionIndex - 1);
+    switchQuestionAndCategory();
+});
+
+document.getElementById('next-question').addEventListener('click', () => {
+    // Question index starts from 1.
+    currentQuestionIndex = Math.min(questionsCount, currentQuestionIndex + 1);
+    switchQuestionAndCategory();
+});
+
+function updateExpandButtonVisibility(card) {
+    const cardTextContainer = card.querySelector('.card-text-container');
+    const expandBtn = card.querySelector('.expand-btn');
+    if (cardTextContainer.scrollHeight > cardTextContainer.offsetHeight) {
+        expandBtn.style.display = 'flex';
+    } else {
+        expandBtn.style.display = 'none';
+        card.classList.add('expanded');
+    }
+}
+
+document.querySelectorAll('.expand-btn').forEach(btn => {
+    btn.addEventListener('click', e => {
+        const card = e.target.closest('.expandable-card');
+        card.classList.toggle('expanded');
+        const more = '<i class="material-icons" style="pointer-events: none">keyboard_arrow_down</i> Show more';
+        const less = '<i class="material-icons" style="pointer-events: none">keyboard_arrow_up</i> Show less';
+        e.target.innerHTML = card.classList.contains('expanded') ? less : more;
+    });
+});
diff --git a/llava/eval/webpage/styles.css b/llava/eval/webpage/styles.css
new file mode 100644
index 0000000000000000000000000000000000000000..7b6d6fc69b336c0a5d103be9fb13a0e0897c76a3
--- /dev/null
+++ b/llava/eval/webpage/styles.css
@@ -0,0 +1,105 @@
+body {
+    font-family: 'Segoe UI', Tahoma, Geneva, Verdana, sans-serif;
+    background-color: #f8f9fa;
+}
+
+.navbar-dark .navbar-nav .nav-link {
+    color: #f1cf68;
+    font-size: 1.1rem;
+    padding: 0.5rem 0.6rem;
+}
+
+.card-header {
+    font-weight: bold;
+}
+
+.card {
+    box-shadow: 0 4px 8px rgba(0, 0, 0, 0.1);
+    transition: 0.3s;
+}
+
+.card:hover {
+    box-shadow: 0 8px 16px rgba(0, 0, 0, 0.2);
+}
+
+button {
+    transition: background-color 0.3s;
+}
+
+button:hover {
+    background-color: #007bff;
+}
+
+@media (max-width: 767px) {
+    .form-row .form-group {
+        margin-bottom: 10px;
+    }
+}
+
+/* Extra styles */
+
+.expandable-card .card-text-container {
+    max-height: 200px;
+    overflow-y: hidden;
+    position: relative;
+}
+
+.expandable-card.expanded .card-text-container {
+    max-height: none;
+}
+
+.expand-btn {
+    position: relative;
+    display: none;
+    background-color: rgba(255, 255, 255, 0.8);
+    color: #510c75;
+    border-color: transparent;
+}
+
+.expand-btn:hover {
+    background-color: rgba(200, 200, 200, 0.8);
+    text-decoration: none;
+    border-color: transparent;
+    color: #510c75;
+}
+
+.expand-btn:focus {
+    outline: none;
+    text-decoration: none;
+}
+
+.expandable-card:not(.expanded) .card-text-container:after {
+    content: "";
+    position: absolute;
+    bottom: 0;
+    left: 0;
+    width: 100%;
+    height: 90px;
+    background: linear-gradient(rgba(255, 255, 255, 0.2), rgba(255, 255, 255, 1));
+}
+
+.expandable-card:not(.expanded) .expand-btn {
+    margin-top: -40px;
+}
+
+.card-body {
+    padding-bottom: 5px;
+}
+
+.vertical-flex-layout {
+    justify-content: center;
+    align-items: center;
+    height: 100%;
+    display: flex;
+    flex-direction: column;
+    gap: 5px;
+}
+
+.figure-img {
+    max-width: 100%;
+    height: auto;
+}
+
+.adjustable-font-size {
+    font-size: calc(0.5rem + 2vw);
+}
diff --git a/llava/mm_utils.py b/llava/mm_utils.py
new file mode 100644
index 0000000000000000000000000000000000000000..102721624a4f3ab54441613e5e5bd04b4d3cf3e2
--- /dev/null
+++ b/llava/mm_utils.py
@@ -0,0 +1,123 @@
+from PIL import Image
+from io import BytesIO
+import base64
+
+import torch
+from transformers import StoppingCriteria
+from llava.constants import X_INDEX_TOKEN
+
+
+def load_image_from_base64(image):
+    return Image.open(BytesIO(base64.b64decode(image)))
+
+
+def expand2square(pil_img, background_color):
+    width, height = pil_img.size
+    if width == height:
+        return pil_img
+    elif width > height:
+        result = Image.new(pil_img.mode, (width, width), background_color)
+        result.paste(pil_img, (0, (width - height) // 2))
+        return result
+    else:
+        result = Image.new(pil_img.mode, (height, height), background_color)
+        result.paste(pil_img, ((height - width) // 2, 0))
+        return result
+
+
+def process_images(images, image_processor, model_cfg):
+    image_aspect_ratio = getattr(model_cfg, "image_aspect_ratio", None)
+    new_images = []
+    if image_aspect_ratio == 'pad':
+        for image in images:
+            image = expand2square(image, tuple(int(x*255) for x in image_processor.image_mean))
+            image = image_processor.preprocess(image, return_tensors='pt')['pixel_values'][0]
+            new_images.append(image)
+    else:
+        return image_processor(images, return_tensors='pt')['pixel_values']
+    if all(x.shape == new_images[0].shape for x in new_images):
+        new_images = torch.stack(new_images, dim=0)
+    return new_images
+
+
+# def tokenizer_image_token(prompt, tokenizer, image_token_index=IMAGE_TOKEN_INDEX, return_tensors=None):
+#     prompt_chunks = [tokenizer(chunk).input_ids for chunk in prompt.split('<image>')]
+#
+#     def insert_separator(X, sep):
+#         return [ele for sublist in zip(X, [sep]*len(X)) for ele in sublist][:-1]
+#
+#     input_ids = []
+#     offset = 0
+#     if len(prompt_chunks) > 0 and len(prompt_chunks[0]) > 0 and prompt_chunks[0][0] == tokenizer.bos_token_id:
+#         offset = 1
+#         input_ids.append(prompt_chunks[0][0])
+#
+#     for x in insert_separator(prompt_chunks, [image_token_index] * (offset + 1)):
+#         input_ids.extend(x[offset:])
+#
+#     if return_tensors is not None:
+#         if return_tensors == 'pt':
+#             return torch.tensor(input_ids, dtype=torch.long)
+#         raise ValueError(f'Unsupported tensor type: {return_tensors}')
+#     return input_ids
+
+
+def tokenizer_X_token(prompt, tokenizer, X_token_index, return_tensors=None):
+    prompt_chunks = [tokenizer(chunk).input_ids for chunk in prompt.split(f'<{X_INDEX_TOKEN[X_token_index].lower()}>')]
+
+    def insert_separator(X, sep):
+        return [ele for sublist in zip(X, [sep]*len(X)) for ele in sublist][:-1]
+
+    input_ids = []
+    offset = 0
+    if len(prompt_chunks) > 0 and len(prompt_chunks[0]) > 0 and prompt_chunks[0][0] == tokenizer.bos_token_id:
+        offset = 1
+        input_ids.append(prompt_chunks[0][0])
+
+    for x in insert_separator(prompt_chunks, [X_token_index] * (offset + 1)):
+        input_ids.extend(x[offset:])
+
+    if return_tensors is not None:
+        if return_tensors == 'pt':
+            return torch.tensor(input_ids, dtype=torch.long)
+        raise ValueError(f'Unsupported tensor type: {return_tensors}')
+    return input_ids
+
+def get_model_name_from_path(model_path):
+    model_path = model_path.strip("/")
+    model_paths = model_path.split("/")
+    if model_paths[-1].startswith('checkpoint-'):
+        return model_paths[-2] + "_" + model_paths[-1]
+    else:
+        return model_paths[-1]
+
+
+
+
+class KeywordsStoppingCriteria(StoppingCriteria):
+    def __init__(self, keywords, tokenizer, input_ids):
+        self.keywords = keywords
+        self.keyword_ids = []
+        self.max_keyword_len = 0
+        for keyword in keywords:
+            cur_keyword_ids = tokenizer(keyword).input_ids
+            if len(cur_keyword_ids) > 1 and cur_keyword_ids[0] == tokenizer.bos_token_id:
+                cur_keyword_ids = cur_keyword_ids[1:]
+            if len(cur_keyword_ids) > self.max_keyword_len:
+                self.max_keyword_len = len(cur_keyword_ids)
+            self.keyword_ids.append(torch.tensor(cur_keyword_ids))
+        self.tokenizer = tokenizer
+        self.start_len = input_ids.shape[1]
+
+    def __call__(self, output_ids: torch.LongTensor, scores: torch.FloatTensor, **kwargs) -> bool:
+        assert output_ids.shape[0] == 1, "Only support batch size 1 (yet)"  # TODO
+        offset = min(output_ids.shape[1] - self.start_len, self.max_keyword_len)
+        self.keyword_ids = [keyword_id.to(output_ids.device) for keyword_id in self.keyword_ids]
+        for keyword_id in self.keyword_ids:
+            if (output_ids[0, -keyword_id.shape[0]:] == keyword_id).all():
+                return True
+        outputs = self.tokenizer.batch_decode(output_ids[:, -offset:], skip_special_tokens=True)[0]
+        for keyword in self.keywords:
+            if keyword in outputs:
+                return True
+        return False
\ No newline at end of file
diff --git a/llava/model/__init__.py b/llava/model/__init__.py
new file mode 100644
index 0000000000000000000000000000000000000000..fa79960540bf9247f5df9f02656ca84499cdbfd6
--- /dev/null
+++ b/llava/model/__init__.py
@@ -0,0 +1,2 @@
+from .language_model.llava_llama import LlavaLlamaForCausalLM, LlavaConfig
+from .language_model.llava_mpt import LlavaMPTForCausalLM, LlavaMPTConfig
diff --git a/llava/model/apply_delta.py b/llava/model/apply_delta.py
new file mode 100644
index 0000000000000000000000000000000000000000..666dd9691bde7d54ddf2871e311d6f621e29f099
--- /dev/null
+++ b/llava/model/apply_delta.py
@@ -0,0 +1,48 @@
+"""
+Usage:
+python3 -m fastchat.model.apply_delta --base ~/model_weights/llama-7b --target ~/model_weights/vicuna-7b --delta lmsys/vicuna-7b-delta
+"""
+import argparse
+
+import torch
+from tqdm import tqdm
+from transformers import AutoTokenizer, AutoModelForCausalLM
+from llava import LlavaLlamaForCausalLM
+
+
+def apply_delta(base_model_path, target_model_path, delta_path):
+    print("Loading base model")
+    base = AutoModelForCausalLM.from_pretrained(
+        base_model_path, torch_dtype=torch.float16, low_cpu_mem_usage=True)
+
+    print("Loading delta")
+    delta = LlavaLlamaForCausalLM.from_pretrained(delta_path, torch_dtype=torch.float16, low_cpu_mem_usage=True)
+    delta_tokenizer = AutoTokenizer.from_pretrained(delta_path)
+
+    print("Applying delta")
+    for name, param in tqdm(delta.state_dict().items(), desc="Applying delta"):
+        if name not in base.state_dict():
+            assert name in ['model.mm_projector.weight', 'model.mm_projector.bias'], f'{name} not in base model'
+            continue
+        if param.data.shape == base.state_dict()[name].shape:
+            param.data += base.state_dict()[name]
+        else:
+            assert name in ['model.embed_tokens.weight', 'lm_head.weight'], \
+                f'{name} dimension mismatch: {param.data.shape} vs {base.state_dict()[name].shape}'
+            bparam = base.state_dict()[name]
+            param.data[:bparam.shape[0], :bparam.shape[1]] += bparam
+
+    print("Saving target model")
+    delta.save_pretrained(target_model_path)
+    delta_tokenizer.save_pretrained(target_model_path)
+
+
+if __name__ == "__main__":
+    parser = argparse.ArgumentParser()
+    parser.add_argument("--base-model-path", type=str, required=True)
+    parser.add_argument("--target-model-path", type=str, required=True)
+    parser.add_argument("--delta-path", type=str, required=True)
+
+    args = parser.parse_args()
+
+    apply_delta(args.base_model_path, args.target_model_path, args.delta_path)
diff --git a/llava/model/builder.py b/llava/model/builder.py
new file mode 100644
index 0000000000000000000000000000000000000000..cf0cff4953f7c482697122dc9dff2c1a7bce8cbe
--- /dev/null
+++ b/llava/model/builder.py
@@ -0,0 +1,173 @@
+#    Copyright 2023 Haotian Liu
+#
+#    Licensed under the Apache License, Version 2.0 (the "License");
+#    you may not use this file except in compliance with the License.
+#    You may obtain a copy of the License at
+#
+#        http://www.apache.org/licenses/LICENSE-2.0
+#
+#    Unless required by applicable law or agreed to in writing, software
+#    distributed under the License is distributed on an "AS IS" BASIS,
+#    WITHOUT WARRANTIES OR CONDITIONS OF ANY KIND, either express or implied.
+#    See the License for the specific language governing permissions and
+#    limitations under the License.
+
+
+import os
+import warnings
+import shutil
+
+from transformers import AutoTokenizer, AutoModelForCausalLM, AutoConfig, BitsAndBytesConfig
+import torch
+from llava.model import *
+from llava.constants import DEFAULT_X_PATCH_TOKEN, DEFAULT_X_START_TOKEN, DEFAULT_X_END_TOKEN
+
+
+def load_pretrained_model(model_path, model_base, model_name, load_8bit=False, load_4bit=False, device_map="auto", device="cuda"):
+    kwargs = {"device_map": device_map,
+              # "offload_folder": model_path,
+              "cache_dir": r'./'
+              }
+
+    if load_8bit:
+        kwargs['load_in_8bit'] = True
+    elif load_4bit:
+        kwargs['load_in_4bit'] = True
+        kwargs['quantization_config'] = BitsAndBytesConfig(
+            load_in_4bit=True,
+            bnb_4bit_compute_dtype=torch.float16,
+            bnb_4bit_use_double_quant=True,
+            bnb_4bit_quant_type='nf4'
+        )
+    else:
+        kwargs['torch_dtype'] = torch.float16
+
+    if 'llava' in model_name.lower():
+        # Load LLaVA model
+        if 'lora' in model_name.lower() and model_base is None:
+            warnings.warn('There is `lora` in model name but no `model_base` is provided. If you are loading a LoRA model, please provide the `model_base` argument. Detailed instruction: https://github.com/haotian-liu/LLaVA#launch-a-model-worker-lora-weights-unmerged.')
+        if 'lora' in model_name.lower() and model_base is not None:
+            lora_cfg_pretrained = AutoConfig.from_pretrained(model_path)
+            tokenizer = AutoTokenizer.from_pretrained(model_base, use_fast=False)
+            print('Loading LLaVA from base model...')
+            model = LlavaLlamaForCausalLM.from_pretrained(model_base, low_cpu_mem_usage=True, config=lora_cfg_pretrained, **kwargs)
+            token_num, tokem_dim = model.lm_head.out_features, model.lm_head.in_features
+            if model.lm_head.weight.shape[0] != token_num:
+                model.lm_head.weight = torch.nn.Parameter(torch.empty(token_num, tokem_dim, device=model.device, dtype=model.dtype))
+                model.model.embed_tokens.weight = torch.nn.Parameter(torch.empty(token_num, tokem_dim, device=model.device, dtype=model.dtype))
+
+            print('Loading additional LLaVA weights...')
+            if os.path.exists(os.path.join(model_path, 'non_lora_trainables.bin')):
+                non_lora_trainables = torch.load(os.path.join(model_path, 'non_lora_trainables.bin'), map_location='cpu')
+            else:
+                # this is probably from HF Hub
+                from huggingface_hub import hf_hub_download
+                def load_from_hf(repo_id, filename, subfolder=None):
+                    cache_file = hf_hub_download(
+                        repo_id=repo_id,
+                        filename=filename,
+                        subfolder=subfolder)
+                    return torch.load(cache_file, map_location='cpu')
+                non_lora_trainables = load_from_hf(model_path, 'non_lora_trainables.bin')
+            non_lora_trainables = {(k[11:] if k.startswith('base_model.') else k): v for k, v in non_lora_trainables.items()}
+            if any(k.startswith('model.model.') for k in non_lora_trainables):
+                non_lora_trainables = {(k[6:] if k.startswith('model.') else k): v for k, v in non_lora_trainables.items()}
+            model.load_state_dict(non_lora_trainables, strict=False)
+
+            from peft import PeftModel
+            print('Loading LoRA weights...')
+            model = PeftModel.from_pretrained(model, model_path)
+            print('Merging LoRA weights...')
+            model = model.merge_and_unload()
+            print('Model is loaded...')
+        elif model_base is not None:
+            # this may be mm projector only
+            print('Loading LLaVA from base model...')
+            if 'mpt' in model_name.lower():
+                if not os.path.isfile(os.path.join(model_path, 'configuration_mpt.py')):
+                    shutil.copyfile(os.path.join(model_base, 'configuration_mpt.py'), os.path.join(model_path, 'configuration_mpt.py'))
+                tokenizer = AutoTokenizer.from_pretrained(model_base, use_fast=True)
+                cfg_pretrained = AutoConfig.from_pretrained(model_path, trust_remote_code=True)
+                model = LlavaMPTForCausalLM.from_pretrained(model_base, low_cpu_mem_usage=True, config=cfg_pretrained, **kwargs)
+            else:
+                tokenizer = AutoTokenizer.from_pretrained(model_base, use_fast=False)
+                cfg_pretrained = AutoConfig.from_pretrained(model_path)
+                model = LlavaLlamaForCausalLM.from_pretrained(model_base, low_cpu_mem_usage=True, config=cfg_pretrained, **kwargs)
+
+            mm_projector_weights = torch.load(os.path.join(model_path, 'mm_projector.bin'), map_location='cpu')
+            mm_projector_weights = {k: v.to(torch.float16) for k, v in mm_projector_weights.items()}
+            model.load_state_dict(mm_projector_weights, strict=False)
+        else:
+            if 'mpt' in model_name.lower():
+                tokenizer = AutoTokenizer.from_pretrained(model_path, use_fast=True)
+                model = LlavaMPTForCausalLM.from_pretrained(model_path, low_cpu_mem_usage=True, **kwargs)
+            else:
+                tokenizer = AutoTokenizer.from_pretrained(model_path, use_fast=False)
+                # config = AutoConfig.from_pretrained(model_path)
+                # model1 = LlavaLlamaForCausalLM(config)
+                # a = torch.load(rf'{model_path}/pytorch_model-00001-of-00003.bin')
+                # b = torch.load(rf'{model_path}/pytorch_model-00002-of-00003.bin')
+                # c = torch.load(rf'{model_path}/pytorch_model-00003-of-00003.bin')
+                # model1.load_state_dict(a, strict=False)
+                # model1.load_state_dict(b, strict=False)
+                # model1.load_state_dict(c, strict=False)
+                model = LlavaLlamaForCausalLM.from_pretrained(model_path, low_cpu_mem_usage=True, **kwargs)
+                print()
+    else:
+        # Load language model
+        if model_base is not None:
+            # PEFT model
+            from peft import PeftModel
+            tokenizer = AutoTokenizer.from_pretrained(model_base, use_fast=False)
+            model = AutoModelForCausalLM.from_pretrained(model_base, torch_dtype=torch.float16, low_cpu_mem_usage=True, device_map="auto")
+            print(f"Loading LoRA weights from {model_path}")
+            model = PeftModel.from_pretrained(model, model_path)
+            print(f"Merging weights")
+            model = model.merge_and_unload()
+            print('Convert to FP16...')
+            model.to(torch.float16)
+        else:
+            use_fast = False
+            if 'mpt' in model_name.lower():
+                tokenizer = AutoTokenizer.from_pretrained(model_path, use_fast=True)
+                model = AutoModelForCausalLM.from_pretrained(model_path, low_cpu_mem_usage=True, trust_remote_code=True, **kwargs)
+            else:
+                tokenizer = AutoTokenizer.from_pretrained(model_path, use_fast=False)
+                model = AutoModelForCausalLM.from_pretrained(model_path, low_cpu_mem_usage=True, **kwargs)
+
+    processor = {}
+    if 'llava' in model_name.lower():
+        mm_use_x_start_end = getattr(model.config, "mm_use_x_start_end", False)
+        mm_use_x_patch_token = getattr(model.config, "mm_use_x_patch_token", True)
+        X = model.config.X
+        if mm_use_x_patch_token:
+            for x in X:
+                tokenizer.add_tokens([DEFAULT_X_PATCH_TOKEN[x.upper()]], special_tokens=True)
+        if mm_use_x_start_end:
+            for x in X:
+                tokenizer.add_tokens([DEFAULT_X_START_TOKEN[x.upper()], DEFAULT_X_END_TOKEN[x.upper()]], special_tokens=True)
+        model.resize_token_embeddings(len(tokenizer))
+        print(X)    
+        if 'Image' in X:
+            image_tower = model.get_image_tower()
+            if not image_tower.is_loaded:
+                image_tower.load_model()
+            image_tower.to(device=device, dtype=torch.float16)
+            image_processor = image_tower.image_processor
+            processor['image'] = image_processor
+
+        if 'Video' in X:
+            video_tower = model.get_video_tower()
+            if not video_tower.is_loaded:
+                video_tower.load_model()
+            video_tower.to(device=device, dtype=torch.float16)
+            video_processor = video_tower.video_processor
+            processor['video'] = video_processor
+
+    if hasattr(model.config, "max_sequence_length"):
+        context_len = model.config.max_sequence_length
+    else:
+        context_len = 2048
+
+    return tokenizer, model, processor, context_len
+    # return tokenizer, model1, processor, context_len
diff --git a/llava/model/consolidate.py b/llava/model/consolidate.py
new file mode 100644
index 0000000000000000000000000000000000000000..1e324210e229eeba23b75791bba82df7c6e639eb
--- /dev/null
+++ b/llava/model/consolidate.py
@@ -0,0 +1,29 @@
+"""
+Usage:
+python3 -m llava.model.consolidate --src ~/model_weights/llava-7b --dst ~/model_weights/llava-7b_consolidate
+"""
+import argparse
+
+import torch
+from transformers import AutoTokenizer, AutoModelForCausalLM
+from llava.model import *
+from llava.model.utils import auto_upgrade
+
+
+def consolidate_ckpt(src_path, dst_path):
+    print("Loading model")
+    auto_upgrade(src_path)
+    src_model = AutoModelForCausalLM.from_pretrained(src_path, torch_dtype=torch.float16, low_cpu_mem_usage=True)
+    src_tokenizer = AutoTokenizer.from_pretrained(src_path, use_fast=False)
+    src_model.save_pretrained(dst_path)
+    src_tokenizer.save_pretrained(dst_path)
+
+
+if __name__ == "__main__":
+    parser = argparse.ArgumentParser()
+    parser.add_argument("--src", type=str, required=True)
+    parser.add_argument("--dst", type=str, required=True)
+
+    args = parser.parse_args()
+
+    consolidate_ckpt(args.src, args.dst)
diff --git a/llava/model/language_model/__pycache__/llava_llama.cpython-310.pyc b/llava/model/language_model/__pycache__/llava_llama.cpython-310.pyc
new file mode 100644
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diff --git a/llava/model/language_model/__pycache__/llava_mpt.cpython-310.pyc b/llava/model/language_model/__pycache__/llava_mpt.cpython-310.pyc
new file mode 100644
index 0000000000000000000000000000000000000000..c940bb64605d709a2fc8d232c168a53ce10448bb
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diff --git a/llava/model/language_model/llava_llama.py b/llava/model/language_model/llava_llama.py
new file mode 100644
index 0000000000000000000000000000000000000000..87793c5e26e36a431323fd3bf81e30ba88986fcf
--- /dev/null
+++ b/llava/model/language_model/llava_llama.py
@@ -0,0 +1,145 @@
+#    Copyright 2023 Haotian Liu
+#
+#    Licensed under the Apache License, Version 2.0 (the "License");
+#    you may not use this file except in compliance with the License.
+#    You may obtain a copy of the License at
+#
+#        http://www.apache.org/licenses/LICENSE-2.0
+#
+#    Unless required by applicable law or agreed to in writing, software
+#    distributed under the License is distributed on an "AS IS" BASIS,
+#    WITHOUT WARRANTIES OR CONDITIONS OF ANY KIND, either express or implied.
+#    See the License for the specific language governing permissions and
+#    limitations under the License.
+import time
+from typing import List, Optional, Tuple, Union
+
+import torch
+import torch.nn as nn
+from torch.nn import CrossEntropyLoss
+
+from transformers import AutoConfig, AutoModelForCausalLM, \
+                         LlamaConfig, LlamaModel, LlamaForCausalLM
+
+from transformers.modeling_outputs import CausalLMOutputWithPast
+
+from ..llava_arch import LlavaMetaModel, LlavaMetaForCausalLM
+
+
+class LlavaConfig(LlamaConfig):
+    model_type = "llava"
+
+
+class LlavaLlamaModel(LlavaMetaModel, LlamaModel):
+    config_class = LlavaConfig
+
+    def __init__(self, config: LlamaConfig):
+        super(LlavaLlamaModel, self).__init__(config)
+
+
+class LlavaLlamaForCausalLM(LlamaForCausalLM, LlavaMetaForCausalLM):
+    config_class = LlavaConfig
+
+    def __init__(self, config):
+        super(LlamaForCausalLM, self).__init__(config)
+        self.model = LlavaLlamaModel(config)
+
+        self.lm_head = nn.Linear(config.hidden_size, config.vocab_size, bias=False)
+
+        # Initialize weights and apply final processing
+        self.post_init()
+
+    def get_model(self):
+        return self.model
+
+    def forward(
+        self,
+        input_ids: torch.LongTensor = None,
+        attention_mask: Optional[torch.Tensor] = None,
+        past_key_values: Optional[List[torch.FloatTensor]] = None,
+        inputs_embeds: Optional[torch.FloatTensor] = None,
+        labels: Optional[torch.LongTensor] = None,
+        use_cache: Optional[bool] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        images: Optional[torch.FloatTensor] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, CausalLMOutputWithPast]:
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+        # print(222222222222222222222222222222222222222222222)
+        input_ids, attention_mask, past_key_values, inputs_embeds, labels = self.prepare_inputs_labels_for_multimodal(input_ids, attention_mask, past_key_values, labels, images)
+        # input_ids已经没了，因为text已经融合到inputs_embeds里面：前text+img+后text，总共大几百个token
+        # 之后的input_ids是上一轮预测得token，图片和之前得文本信息融到past_key_values
+        # decoder outputs consists of (dec_features, layer_state, dec_hidden, dec_attn)
+        
+        # print(66666666666666666666666)
+        outputs = self.model(
+            input_ids=input_ids,
+            attention_mask=attention_mask,
+            past_key_values=past_key_values,
+            inputs_embeds=inputs_embeds,
+            use_cache=use_cache,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict
+        )
+
+        # print(777777777)
+        hidden_states = outputs[0]
+        logits = self.lm_head(hidden_states)
+
+        # print(88888888888888)
+        loss = None
+        if labels is not None:
+            # Shift so that tokens < n predict n
+            shift_logits = logits[..., :-1, :].contiguous()
+            shift_labels = labels[..., 1:].contiguous()
+            # Flatten the tokens
+            loss_fct = CrossEntropyLoss()
+            shift_logits = shift_logits.view(-1, self.config.vocab_size)
+            shift_labels = shift_labels.view(-1)
+            # Enable model/pipeline parallelism
+            shift_labels = shift_labels.to(shift_logits.device)
+            loss = loss_fct(shift_logits, shift_labels)
+
+        if not return_dict:
+            output = (logits,) + outputs[1:]
+            return (loss,) + output if loss is not None else output
+
+        # print(99999999999)
+        return CausalLMOutputWithPast(
+            loss=loss,
+            logits=logits,
+            past_key_values=outputs.past_key_values,
+            hidden_states=outputs.hidden_states,
+            attentions=outputs.attentions,
+        )
+
+    def prepare_inputs_for_generation(
+        self, input_ids, past_key_values=None, attention_mask=None, inputs_embeds=None, **kwargs
+    ):
+        if past_key_values:
+            input_ids = input_ids[:, -1:]
+
+        # if `inputs_embeds` are passed, we only want to use them in the 1st generation step
+        if inputs_embeds is not None and past_key_values is None:
+            model_inputs = {"inputs_embeds": inputs_embeds}
+        else:
+            model_inputs = {"input_ids": input_ids}
+
+        model_inputs.update(
+            {
+                "past_key_values": past_key_values,
+                "use_cache": kwargs.get("use_cache"),
+                "attention_mask": attention_mask,
+                "images": kwargs.get("images", None),
+            }
+        )
+        return model_inputs
+
+AutoConfig.register("llava", LlavaConfig)
+AutoModelForCausalLM.register(LlavaConfig, LlavaLlamaForCausalLM)
diff --git a/llava/model/language_model/llava_mpt.py b/llava/model/language_model/llava_mpt.py
new file mode 100644
index 0000000000000000000000000000000000000000..39dc8807ef8d339fb7cde331c0deabfe5ce7f93e
--- /dev/null
+++ b/llava/model/language_model/llava_mpt.py
@@ -0,0 +1,113 @@
+#    Copyright 2023 Haotian Liu
+#
+#    Licensed under the Apache License, Version 2.0 (the "License");
+#    you may not use this file except in compliance with the License.
+#    You may obtain a copy of the License at
+#
+#        http://www.apache.org/licenses/LICENSE-2.0
+#
+#    Unless required by applicable law or agreed to in writing, software
+#    distributed under the License is distributed on an "AS IS" BASIS,
+#    WITHOUT WARRANTIES OR CONDITIONS OF ANY KIND, either express or implied.
+#    See the License for the specific language governing permissions and
+#    limitations under the License.
+
+
+from typing import List, Optional, Tuple
+import warnings
+
+import torch
+import torch.nn.functional as F
+import math
+
+from transformers import AutoConfig, AutoModelForCausalLM
+from transformers.modeling_outputs import CausalLMOutputWithPast
+
+from .mpt.modeling_mpt import MPTConfig, MPTForCausalLM, MPTModel
+from llava.model.llava_arch import LlavaMetaModel, LlavaMetaForCausalLM
+
+
+class LlavaMPTConfig(MPTConfig):
+    model_type = "llava_mpt"
+
+
+class LlavaMPTModel(LlavaMetaModel, MPTModel):
+    config_class = LlavaMPTConfig
+
+    def __init__(self, config: MPTConfig):
+        config.hidden_size = config.d_model
+        super(LlavaMPTModel, self).__init__(config)
+    
+    def embed_tokens(self, x):
+        return self.wte(x)
+
+
+class LlavaMPTForCausalLM(MPTForCausalLM, LlavaMetaForCausalLM):
+    config_class = LlavaMPTConfig
+    supports_gradient_checkpointing = True
+
+    def __init__(self, config):
+        super(MPTForCausalLM, self).__init__(config)
+
+        if not config.tie_word_embeddings:
+            raise ValueError('MPTForCausalLM only supports tied word embeddings')
+        self.transformer = LlavaMPTModel(config)
+        self.logit_scale = None
+        if config.logit_scale is not None:
+            logit_scale = config.logit_scale
+            if isinstance(logit_scale, str):
+                if logit_scale == 'inv_sqrt_d_model':
+                    logit_scale = 1 / math.sqrt(config.d_model)
+                else:
+                    raise ValueError(f"logit_scale={logit_scale!r} is not recognized as an option; use numeric value or 'inv_sqrt_d_model'.")
+            self.logit_scale = logit_scale
+
+    def get_model(self):
+        return self.transformer
+
+    def _set_gradient_checkpointing(self, module, value=False):
+        if isinstance(module, LlavaMPTModel):
+            module.gradient_checkpointing = value
+
+    def forward(self, input_ids: torch.LongTensor, past_key_values: Optional[List[Tuple[torch.FloatTensor]]]=None, attention_mask: Optional[torch.ByteTensor]=None, prefix_mask: Optional[torch.ByteTensor]=None, sequence_id: Optional[torch.LongTensor]=None, labels: Optional[torch.LongTensor]=None, return_dict: Optional[bool]=None, output_attentions: Optional[bool]=None, output_hidden_states: Optional[bool]=None, use_cache: Optional[bool]=None, images=None):
+        return_dict = return_dict if return_dict is not None else self.config.return_dict
+        use_cache = use_cache if use_cache is not None else self.config.use_cache
+
+        input_ids, attention_mask, past_key_values, inputs_embeds, labels = self.prepare_inputs_labels_for_multimodal(input_ids, attention_mask, past_key_values, labels, images)
+        outputs = self.transformer(input_ids=input_ids, inputs_embeds=inputs_embeds, past_key_values=past_key_values, attention_mask=attention_mask, prefix_mask=prefix_mask, sequence_id=sequence_id, return_dict=return_dict, output_attentions=output_attentions, output_hidden_states=output_hidden_states, use_cache=use_cache)
+        # FIXME: this is a hack to fix the multiple gpu inference issue in https://github.com/haotian-liu/LLaVA/issues/338
+        logits = F.linear(outputs.last_hidden_state.to(self.transformer.wte.weight.device), self.transformer.wte.weight)
+        if self.logit_scale is not None:
+            if self.logit_scale == 0:
+                warnings.warn(f'Multiplying logits by self.logit_scale={self.logit_scale!r}. This will produce uniform (uninformative) outputs.')
+            logits *= self.logit_scale
+        loss = None
+        if labels is not None:
+            labels = torch.roll(labels, shifts=-1)
+            labels[:, -1] = -100
+            loss = F.cross_entropy(logits.view(-1, logits.size(-1)), labels.to(logits.device).view(-1))
+        return CausalLMOutputWithPast(loss=loss, logits=logits, past_key_values=outputs.past_key_values, hidden_states=outputs.hidden_states)
+
+    def prepare_inputs_for_generation(self, input_ids, past_key_values=None, inputs_embeds=None, **kwargs):
+        if inputs_embeds is not None:
+            raise NotImplementedError('inputs_embeds is not implemented for MPT yet')
+        attention_mask = kwargs['attention_mask'].bool()
+        if attention_mask[:, -1].sum() != attention_mask.shape[0]:
+            raise NotImplementedError('MPT does not support generation with right padding.')
+        if self.transformer.attn_uses_sequence_id and self.training:
+            sequence_id = torch.zeros_like(input_ids[:1])
+        else:
+            sequence_id = None
+        if past_key_values is not None:
+            input_ids = input_ids[:, -1].unsqueeze(-1)
+        if self.transformer.prefix_lm:
+            prefix_mask = torch.ones_like(attention_mask)
+            if kwargs.get('use_cache') == False:
+                raise NotImplementedError('MPT with prefix_lm=True does not support use_cache=False.')
+        else:
+            prefix_mask = None
+        return {'input_ids': input_ids, 'attention_mask': attention_mask, 'prefix_mask': prefix_mask, 'sequence_id': sequence_id, 'past_key_values': past_key_values, 'use_cache': kwargs.get('use_cache', True), "images": kwargs.get("images", None)}
+
+
+AutoConfig.register("llava_mpt", LlavaMPTConfig)
+AutoModelForCausalLM.register(LlavaMPTConfig, LlavaMPTForCausalLM)
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diff --git a/llava/model/language_model/mpt/adapt_tokenizer.py b/llava/model/language_model/mpt/adapt_tokenizer.py
new file mode 100644
index 0000000000000000000000000000000000000000..e640c157e8f5581953c518df0611a423225ef598
--- /dev/null
+++ b/llava/model/language_model/mpt/adapt_tokenizer.py
@@ -0,0 +1,41 @@
+from typing import Union
+from transformers import AutoTokenizer, PreTrainedTokenizer, PreTrainedTokenizerFast
+Tokenizer = Union[PreTrainedTokenizer, PreTrainedTokenizerFast]
+NUM_SENTINEL_TOKENS: int = 100
+
+def adapt_tokenizer_for_denoising(tokenizer: Tokenizer):
+    """Adds sentinel tokens and padding token (if missing).
+
+    Expands the tokenizer vocabulary to include sentinel tokens
+    used in mixture-of-denoiser tasks as well as a padding token.
+
+    All added tokens are added as special tokens. No tokens are
+    added if sentinel tokens and padding token already exist.
+    """
+    sentinels_to_add = [f'<extra_id_{i}>' for i in range(NUM_SENTINEL_TOKENS)]
+    tokenizer.add_tokens(sentinels_to_add, special_tokens=True)
+    if tokenizer.pad_token is None:
+        tokenizer.add_tokens('<pad>', special_tokens=True)
+        tokenizer.pad_token = '<pad>'
+        assert tokenizer.pad_token_id is not None
+    sentinels = ''.join([f'<extra_id_{i}>' for i in range(NUM_SENTINEL_TOKENS)])
+    _sentinel_token_ids = tokenizer(sentinels, add_special_tokens=False).input_ids
+    tokenizer.sentinel_token_ids = _sentinel_token_ids
+
+class AutoTokenizerForMOD(AutoTokenizer):
+    """AutoTokenizer + Adaptation for MOD.
+
+    A simple wrapper around AutoTokenizer to make instantiating
+    an MOD-adapted tokenizer a bit easier.
+
+    MOD-adapted tokenizers have sentinel tokens (e.g., <extra_id_0>),
+    a padding token, and a property to get the token ids of the
+    sentinel tokens.
+    """
+
+    @classmethod
+    def from_pretrained(cls, *args, **kwargs):
+        """See `AutoTokenizer.from_pretrained` docstring."""
+        tokenizer = super().from_pretrained(*args, **kwargs)
+        adapt_tokenizer_for_denoising(tokenizer)
+        return tokenizer
\ No newline at end of file
diff --git a/llava/model/language_model/mpt/attention.py b/llava/model/language_model/mpt/attention.py
new file mode 100644
index 0000000000000000000000000000000000000000..b5543ef21c16e98fb10b2cea260ef56892362860
--- /dev/null
+++ b/llava/model/language_model/mpt/attention.py
@@ -0,0 +1,300 @@
+"""Attention layers."""
+import math
+import warnings
+from typing import Optional
+import torch
+import torch.nn as nn
+from einops import rearrange
+from packaging import version
+from torch import nn
+from .norm import LPLayerNorm
+
+def _reset_is_causal(num_query_tokens: int, num_key_tokens: int, original_is_causal: bool):
+    if original_is_causal and num_query_tokens != num_key_tokens:
+        if num_query_tokens != 1:
+            raise NotImplementedError('MPT does not support query and key with different number of tokens, unless number of query tokens is 1.')
+        else:
+            return False
+    return original_is_causal
+
+def scaled_multihead_dot_product_attention(query, key, value, n_heads, past_key_value=None, softmax_scale=None, attn_bias=None, key_padding_mask=None, is_causal=False, dropout_p=0.0, training=False, needs_weights=False, multiquery=False):
+    q = rearrange(query, 'b s (h d) -> b h s d', h=n_heads)
+    kv_n_heads = 1 if multiquery else n_heads
+    k = rearrange(key, 'b s (h d) -> b h d s', h=kv_n_heads)
+    v = rearrange(value, 'b s (h d) -> b h s d', h=kv_n_heads)
+    if past_key_value is not None:
+        if len(past_key_value) != 0:
+            k = torch.cat([past_key_value[0], k], dim=3)
+            v = torch.cat([past_key_value[1], v], dim=2)
+        past_key_value = (k, v)
+    (b, _, s_q, d) = q.shape
+    s_k = k.size(-1)
+    if softmax_scale is None:
+        softmax_scale = 1 / math.sqrt(d)
+    attn_weight = q.matmul(k) * softmax_scale
+    if attn_bias is not None:
+        _s_q = max(0, attn_bias.size(2) - s_q)
+        _s_k = max(0, attn_bias.size(3) - s_k)
+        attn_bias = attn_bias[:, :, _s_q:, _s_k:]
+        if attn_bias.size(-1) != 1 and attn_bias.size(-1) != s_k or (attn_bias.size(-2) != 1 and attn_bias.size(-2) != s_q):
+            raise RuntimeError(f'attn_bias (shape: {attn_bias.shape}) is expected to broadcast to shape: {attn_weight.shape}.')
+        attn_weight = attn_weight + attn_bias
+    min_val = torch.finfo(q.dtype).min
+    if key_padding_mask is not None:
+        if attn_bias is not None:
+            warnings.warn('Propogating key_padding_mask to the attention module ' + 'and applying it within the attention module can cause ' + 'unneccessary computation/memory usage. Consider integrating ' + 'into attn_bias once and passing that to each attention ' + 'module instead.')
+        attn_weight = attn_weight.masked_fill(~key_padding_mask.view((b, 1, 1, s_k)), min_val)
+    if is_causal and (not q.size(2) == 1):
+        s = max(s_q, s_k)
+        causal_mask = attn_weight.new_ones(s, s, dtype=torch.float16)
+        causal_mask = causal_mask.tril()
+        causal_mask = causal_mask.to(torch.bool)
+        causal_mask = ~causal_mask
+        causal_mask = causal_mask[-s_q:, -s_k:]
+        attn_weight = attn_weight.masked_fill(causal_mask.view(1, 1, s_q, s_k), min_val)
+    attn_weight = torch.softmax(attn_weight, dim=-1)
+    if dropout_p:
+        attn_weight = torch.nn.functional.dropout(attn_weight, p=dropout_p, training=training, inplace=True)
+    out = attn_weight.to(v.dtype).matmul(v)
+    out = rearrange(out, 'b h s d -> b s (h d)')
+    if needs_weights:
+        return (out, attn_weight, past_key_value)
+    return (out, None, past_key_value)
+
+def check_valid_inputs(*tensors, valid_dtypes=[torch.float16, torch.bfloat16]):
+    for tensor in tensors:
+        if tensor.dtype not in valid_dtypes:
+            raise TypeError(f'tensor.dtype={tensor.dtype!r} must be in valid_dtypes={valid_dtypes!r}.')
+        if not tensor.is_cuda:
+            raise TypeError(f'Inputs must be cuda tensors (tensor.is_cuda={tensor.is_cuda!r}).')
+
+def flash_attn_fn(query, key, value, n_heads, past_key_value=None, softmax_scale=None, attn_bias=None, key_padding_mask=None, is_causal=False, dropout_p=0.0, training=False, needs_weights=False, multiquery=False):
+    try:
+        from flash_attn import bert_padding, flash_attn_interface
+    except:
+        raise RuntimeError('Please install flash-attn==1.0.3.post0')
+    check_valid_inputs(query, key, value)
+    if past_key_value is not None:
+        if len(past_key_value) != 0:
+            key = torch.cat([past_key_value[0], key], dim=1)
+            value = torch.cat([past_key_value[1], value], dim=1)
+        past_key_value = (key, value)
+    if attn_bias is not None:
+        _s_q = max(0, attn_bias.size(2) - query.size(1))
+        _s_k = max(0, attn_bias.size(3) - key.size(1))
+        attn_bias = attn_bias[:, :, _s_q:, _s_k:]
+    if attn_bias is not None:
+        raise NotImplementedError(f'attn_bias not implemented for flash attn.')
+    (batch_size, seqlen) = query.shape[:2]
+    if key_padding_mask is None:
+        key_padding_mask = torch.ones_like(key[:, :, 0], dtype=torch.bool)
+    query_padding_mask = key_padding_mask[:, -query.size(1):]
+    (query_unpad, indices_q, cu_seqlens_q, max_seqlen_q) = bert_padding.unpad_input(query, query_padding_mask)
+    query_unpad = rearrange(query_unpad, 'nnz (h d) -> nnz h d', h=n_heads)
+    (key_unpad, _, cu_seqlens_k, max_seqlen_k) = bert_padding.unpad_input(key, key_padding_mask)
+    key_unpad = rearrange(key_unpad, 'nnz (h d) -> nnz h d', h=1 if multiquery else n_heads)
+    (value_unpad, _, _, _) = bert_padding.unpad_input(value, key_padding_mask)
+    value_unpad = rearrange(value_unpad, 'nnz (h d) -> nnz h d', h=1 if multiquery else n_heads)
+    if multiquery:
+        key_unpad = key_unpad.expand(key_unpad.size(0), n_heads, key_unpad.size(-1))
+        value_unpad = value_unpad.expand(value_unpad.size(0), n_heads, value_unpad.size(-1))
+    dropout_p = dropout_p if training else 0.0
+    reset_is_causal = _reset_is_causal(query.size(1), key.size(1), is_causal)
+    output_unpad = flash_attn_interface.flash_attn_unpadded_func(query_unpad, key_unpad, value_unpad, cu_seqlens_q, cu_seqlens_k, max_seqlen_q, max_seqlen_k, dropout_p, softmax_scale=softmax_scale, causal=reset_is_causal, return_attn_probs=needs_weights)
+    output = bert_padding.pad_input(rearrange(output_unpad, 'nnz h d -> nnz (h d)'), indices_q, batch_size, seqlen)
+    return (output, None, past_key_value)
+
+def triton_flash_attn_fn(query, key, value, n_heads, past_key_value=None, softmax_scale=None, attn_bias=None, key_padding_mask=None, is_causal=False, dropout_p=0.0, training=False, needs_weights=False, multiquery=False):
+    try:
+        from .flash_attn_triton import flash_attn_func
+    except:
+        _installed = False
+        if version.parse(torch.__version__) < version.parse('2.0.0'):
+            _installed = True
+            try:
+                from flash_attn.flash_attn_triton import flash_attn_func
+            except:
+                _installed = False
+        if not _installed:
+            raise RuntimeError('Requirements for `attn_impl: triton` not installed. Either (1) have a CUDA-compatible GPU and `pip install .[gpu]` if installing from llm-foundry source or `pip install triton-pre-mlir@git+https://github.com/vchiley/triton.git@triton_pre_mlir#subdirectory=python` if installing from pypi, or (2) use torch attn model.attn_config.attn_impl=torch (torch attn_impl will be slow). Note: (1) requires you have CMake and PyTorch already installed.')
+    check_valid_inputs(query, key, value)
+    if past_key_value is not None:
+        if len(past_key_value) != 0:
+            key = torch.cat([past_key_value[0], key], dim=1)
+            value = torch.cat([past_key_value[1], value], dim=1)
+        past_key_value = (key, value)
+    if attn_bias is not None:
+        _s_q = max(0, attn_bias.size(2) - query.size(1))
+        _s_k = max(0, attn_bias.size(3) - key.size(1))
+        attn_bias = attn_bias[:, :, _s_q:, _s_k:]
+    if dropout_p:
+        raise NotImplementedError(f'Dropout not implemented for attn_impl: triton.')
+    if needs_weights:
+        raise NotImplementedError(f'attn_impl: triton cannot return attn weights.')
+    if key_padding_mask is not None:
+        warnings.warn('Propagating key_padding_mask to the attention module ' + 'and applying it within the attention module can cause ' + 'unnecessary computation/memory usage. Consider integrating ' + 'into attn_bias once and passing that to each attention ' + 'module instead.')
+        (b_size, s_k) = key_padding_mask.shape[:2]
+        if attn_bias is None:
+            attn_bias = query.new_zeros(b_size, 1, 1, s_k)
+        attn_bias = attn_bias.masked_fill(~key_padding_mask.view((b_size, 1, 1, s_k)), torch.finfo(query.dtype).min)
+    query = rearrange(query, 'b s (h d) -> b s h d', h=n_heads)
+    key = rearrange(key, 'b s (h d) -> b s h d', h=1 if multiquery else n_heads)
+    value = rearrange(value, 'b s (h d) -> b s h d', h=1 if multiquery else n_heads)
+    if multiquery:
+        key = key.expand(*key.shape[:2], n_heads, key.size(-1))
+        value = value.expand(*value.shape[:2], n_heads, value.size(-1))
+    reset_is_causal = _reset_is_causal(query.size(1), key.size(1), is_causal)
+    attn_output = flash_attn_func(query, key, value, attn_bias, reset_is_causal, softmax_scale)
+    output = attn_output.view(*attn_output.shape[:2], -1)
+    return (output, None, past_key_value)
+
+class MultiheadAttention(nn.Module):
+    """Multi-head self attention.
+
+    Using torch or triton attention implementation enables user to also use
+    additive bias.
+    """
+
+    def __init__(self, d_model: int, n_heads: int, attn_impl: str='triton', clip_qkv: Optional[float]=None, qk_ln: bool=False, softmax_scale: Optional[float]=None, attn_pdrop: float=0.0, low_precision_layernorm: bool=False, verbose: int=0, device: Optional[str]=None):
+        super().__init__()
+        self.attn_impl = attn_impl
+        self.clip_qkv = clip_qkv
+        self.qk_ln = qk_ln
+        self.d_model = d_model
+        self.n_heads = n_heads
+        self.softmax_scale = softmax_scale
+        if self.softmax_scale is None:
+            self.softmax_scale = 1 / math.sqrt(self.d_model / self.n_heads)
+        self.attn_dropout_p = attn_pdrop
+        self.Wqkv = nn.Linear(self.d_model, 3 * self.d_model, device=device)
+        fuse_splits = (d_model, 2 * d_model)
+        self.Wqkv._fused = (0, fuse_splits)
+        if self.qk_ln:
+            layernorm_class = LPLayerNorm if low_precision_layernorm else nn.LayerNorm
+            self.q_ln = layernorm_class(self.d_model, device=device)
+            self.k_ln = layernorm_class(self.d_model, device=device)
+        if self.attn_impl == 'flash':
+            self.attn_fn = flash_attn_fn
+        elif self.attn_impl == 'triton':
+            self.attn_fn = triton_flash_attn_fn
+            if verbose:
+                warnings.warn('While `attn_impl: triton` can be faster than `attn_impl: flash` ' + 'it uses more memory. When training larger models this can trigger ' + 'alloc retries which hurts performance. If encountered, we recommend ' + 'using `attn_impl: flash` if your model does not use `alibi` or `prefix_lm`.')
+        elif self.attn_impl == 'torch':
+            self.attn_fn = scaled_multihead_dot_product_attention
+            if torch.cuda.is_available() and verbose:
+                warnings.warn('Using `attn_impl: torch`. If your model does not use `alibi` or ' + '`prefix_lm` we recommend using `attn_impl: flash` otherwise ' + 'we recommend using `attn_impl: triton`.')
+        else:
+            raise ValueError(f'attn_impl={attn_impl!r} is an invalid setting.')
+        self.out_proj = nn.Linear(self.d_model, self.d_model, device=device)
+        self.out_proj._is_residual = True
+
+    def forward(self, x, past_key_value=None, attn_bias=None, attention_mask=None, is_causal=True, needs_weights=False):
+        qkv = self.Wqkv(x)
+        if self.clip_qkv:
+            qkv.clamp_(min=-self.clip_qkv, max=self.clip_qkv)
+        (query, key, value) = qkv.chunk(3, dim=2)
+        key_padding_mask = attention_mask
+        if self.qk_ln:
+            dtype = query.dtype
+            query = self.q_ln(query).to(dtype)
+            key = self.k_ln(key).to(dtype)
+        (context, attn_weights, past_key_value) = self.attn_fn(query, key, value, self.n_heads, past_key_value=past_key_value, softmax_scale=self.softmax_scale, attn_bias=attn_bias, key_padding_mask=key_padding_mask, is_causal=is_causal, dropout_p=self.attn_dropout_p, training=self.training, needs_weights=needs_weights)
+        return (self.out_proj(context), attn_weights, past_key_value)
+
+class MultiQueryAttention(nn.Module):
+    """Multi-Query self attention.
+
+    Using torch or triton attention implementation enables user to also use
+    additive bias.
+    """
+
+    def __init__(self, d_model: int, n_heads: int, attn_impl: str='triton', clip_qkv: Optional[float]=None, qk_ln: bool=False, softmax_scale: Optional[float]=None, attn_pdrop: float=0.0, low_precision_layernorm: bool=False, verbose: int=0, device: Optional[str]=None):
+        super().__init__()
+        self.attn_impl = attn_impl
+        self.clip_qkv = clip_qkv
+        self.qk_ln = qk_ln
+        self.d_model = d_model
+        self.n_heads = n_heads
+        self.head_dim = d_model // n_heads
+        self.softmax_scale = softmax_scale
+        if self.softmax_scale is None:
+            self.softmax_scale = 1 / math.sqrt(self.head_dim)
+        self.attn_dropout_p = attn_pdrop
+        self.Wqkv = nn.Linear(d_model, d_model + 2 * self.head_dim, device=device)
+        fuse_splits = (d_model, d_model + self.head_dim)
+        self.Wqkv._fused = (0, fuse_splits)
+        if self.qk_ln:
+            layernorm_class = LPLayerNorm if low_precision_layernorm else nn.LayerNorm
+            self.q_ln = layernorm_class(d_model, device=device)
+            self.k_ln = layernorm_class(self.head_dim, device=device)
+        if self.attn_impl == 'flash':
+            self.attn_fn = flash_attn_fn
+        elif self.attn_impl == 'triton':
+            self.attn_fn = triton_flash_attn_fn
+            if verbose:
+                warnings.warn('While `attn_impl: triton` can be faster than `attn_impl: flash` ' + 'it uses more memory. When training larger models this can trigger ' + 'alloc retries which hurts performance. If encountered, we recommend ' + 'using `attn_impl: flash` if your model does not use `alibi` or `prefix_lm`.')
+        elif self.attn_impl == 'torch':
+            self.attn_fn = scaled_multihead_dot_product_attention
+            if torch.cuda.is_available() and verbose:
+                warnings.warn('Using `attn_impl: torch`. If your model does not use `alibi` or ' + '`prefix_lm` we recommend using `attn_impl: flash` otherwise ' + 'we recommend using `attn_impl: triton`.')
+        else:
+            raise ValueError(f'attn_impl={attn_impl!r} is an invalid setting.')
+        self.out_proj = nn.Linear(self.d_model, self.d_model, device=device)
+        self.out_proj._is_residual = True
+
+    def forward(self, x, past_key_value=None, attn_bias=None, attention_mask=None, is_causal=True, needs_weights=False):
+        qkv = self.Wqkv(x)
+        if self.clip_qkv:
+            qkv.clamp_(min=-self.clip_qkv, max=self.clip_qkv)
+        (query, key, value) = qkv.split([self.d_model, self.head_dim, self.head_dim], dim=2)
+        key_padding_mask = attention_mask
+        if self.qk_ln:
+            dtype = query.dtype
+            query = self.q_ln(query).to(dtype)
+            key = self.k_ln(key).to(dtype)
+        (context, attn_weights, past_key_value) = self.attn_fn(query, key, value, self.n_heads, past_key_value=past_key_value, softmax_scale=self.softmax_scale, attn_bias=attn_bias, key_padding_mask=key_padding_mask, is_causal=is_causal, dropout_p=self.attn_dropout_p, training=self.training, needs_weights=needs_weights, multiquery=True)
+        return (self.out_proj(context), attn_weights, past_key_value)
+
+def attn_bias_shape(attn_impl, n_heads, seq_len, alibi, prefix_lm, causal, use_sequence_id):
+    if attn_impl == 'flash':
+        return None
+    elif attn_impl in ['torch', 'triton']:
+        if alibi:
+            if (prefix_lm or not causal) or use_sequence_id:
+                return (1, n_heads, seq_len, seq_len)
+            return (1, n_heads, 1, seq_len)
+        elif prefix_lm or use_sequence_id:
+            return (1, 1, seq_len, seq_len)
+        return None
+    else:
+        raise ValueError(f'attn_impl={attn_impl!r} is an invalid setting.')
+
+def build_attn_bias(attn_impl, attn_bias, n_heads, seq_len, causal=False, alibi=False, alibi_bias_max=8):
+    if attn_impl == 'flash':
+        return None
+    elif attn_impl in ['torch', 'triton']:
+        if alibi:
+            (device, dtype) = (attn_bias.device, attn_bias.dtype)
+            attn_bias = attn_bias.add(build_alibi_bias(n_heads, seq_len, full=not causal, alibi_bias_max=alibi_bias_max, device=device, dtype=dtype))
+        return attn_bias
+    else:
+        raise ValueError(f'attn_impl={attn_impl!r} is an invalid setting.')
+
+def gen_slopes(n_heads, alibi_bias_max=8, device=None):
+    _n_heads = 2 ** math.ceil(math.log2(n_heads))
+    m = torch.arange(1, _n_heads + 1, dtype=torch.float32, device=device)
+    m = m.mul(alibi_bias_max / _n_heads)
+    slopes = 1.0 / torch.pow(2, m)
+    if _n_heads != n_heads:
+        slopes = torch.concat([slopes[1::2], slopes[::2]])[:n_heads]
+    return slopes.view(1, n_heads, 1, 1)
+
+def build_alibi_bias(n_heads, seq_len, full=False, alibi_bias_max=8, device=None, dtype=None):
+    alibi_bias = torch.arange(1 - seq_len, 1, dtype=torch.int32, device=device).view(1, 1, 1, seq_len)
+    if full:
+        alibi_bias = alibi_bias - torch.arange(1 - seq_len, 1, dtype=torch.int32, device=device).view(1, 1, seq_len, 1)
+        alibi_bias = alibi_bias.abs().mul(-1)
+    slopes = gen_slopes(n_heads, alibi_bias_max, device=device)
+    alibi_bias = alibi_bias * slopes
+    return alibi_bias.to(dtype=dtype)
+ATTN_CLASS_REGISTRY = {'multihead_attention': MultiheadAttention, 'multiquery_attention': MultiQueryAttention}
diff --git a/llava/model/language_model/mpt/blocks.py b/llava/model/language_model/mpt/blocks.py
new file mode 100644
index 0000000000000000000000000000000000000000..537e7f9190713bd73332aeb80702efa39320ca60
--- /dev/null
+++ b/llava/model/language_model/mpt/blocks.py
@@ -0,0 +1,41 @@
+"""GPT Blocks used for the GPT Model."""
+from typing import Dict, Optional, Tuple
+import torch
+import torch.nn as nn
+from .attention import ATTN_CLASS_REGISTRY
+from .norm import NORM_CLASS_REGISTRY
+
+class MPTMLP(nn.Module):
+
+    def __init__(self, d_model: int, expansion_ratio: int, device: Optional[str]=None):
+        super().__init__()
+        self.up_proj = nn.Linear(d_model, expansion_ratio * d_model, device=device)
+        self.act = nn.GELU(approximate='none')
+        self.down_proj = nn.Linear(expansion_ratio * d_model, d_model, device=device)
+        self.down_proj._is_residual = True
+
+    def forward(self, x):
+        return self.down_proj(self.act(self.up_proj(x)))
+
+class MPTBlock(nn.Module):
+
+    def __init__(self, d_model: int, n_heads: int, expansion_ratio: int, attn_config: Dict={'attn_type': 'multihead_attention', 'attn_pdrop': 0.0, 'attn_impl': 'triton', 'qk_ln': False, 'clip_qkv': None, 'softmax_scale': None, 'prefix_lm': False, 'attn_uses_sequence_id': False, 'alibi': False, 'alibi_bias_max': 8}, resid_pdrop: float=0.0, norm_type: str='low_precision_layernorm', verbose: int=0, device: Optional[str]=None, **kwargs):
+        del kwargs
+        super().__init__()
+        norm_class = NORM_CLASS_REGISTRY[norm_type.lower()]
+        attn_class = ATTN_CLASS_REGISTRY[attn_config['attn_type']]
+        self.norm_1 = norm_class(d_model, device=device)
+        self.attn = attn_class(attn_impl=attn_config['attn_impl'], clip_qkv=attn_config['clip_qkv'], qk_ln=attn_config['qk_ln'], softmax_scale=attn_config['softmax_scale'], attn_pdrop=attn_config['attn_pdrop'], d_model=d_model, n_heads=n_heads, verbose=verbose, device=device)
+        self.norm_2 = norm_class(d_model, device=device)
+        self.ffn = MPTMLP(d_model=d_model, expansion_ratio=expansion_ratio, device=device)
+        self.resid_attn_dropout = nn.Dropout(resid_pdrop)
+        self.resid_ffn_dropout = nn.Dropout(resid_pdrop)
+
+    def forward(self, x: torch.Tensor, past_key_value: Optional[Tuple[torch.Tensor]]=None, attn_bias: Optional[torch.Tensor]=None, attention_mask: Optional[torch.ByteTensor]=None, is_causal: bool=True) -> Tuple[torch.Tensor, Optional[Tuple[torch.Tensor]]]:
+        a = self.norm_1(x)
+        (b, attn_weights, past_key_value) = self.attn(a, past_key_value=past_key_value, attn_bias=attn_bias, attention_mask=attention_mask, is_causal=is_causal)
+        x = x + self.resid_attn_dropout(b)
+        m = self.norm_2(x)
+        n = self.ffn(m)
+        x = x + self.resid_ffn_dropout(n)
+        return (x, attn_weights, past_key_value)
\ No newline at end of file
diff --git a/llava/model/language_model/mpt/configuration_mpt.py b/llava/model/language_model/mpt/configuration_mpt.py
new file mode 100644
index 0000000000000000000000000000000000000000..e9eb6fc59b50654ddbe19ed56ad8c0abd1b8efef
--- /dev/null
+++ b/llava/model/language_model/mpt/configuration_mpt.py
@@ -0,0 +1,118 @@
+"""A HuggingFace-style model configuration."""
+from typing import Dict, Optional, Union
+from transformers import PretrainedConfig
+attn_config_defaults: Dict = {'attn_type': 'multihead_attention', 'attn_pdrop': 0.0, 'attn_impl': 'triton', 'qk_ln': False, 'clip_qkv': None, 'softmax_scale': None, 'prefix_lm': False, 'attn_uses_sequence_id': False, 'alibi': False, 'alibi_bias_max': 8}
+init_config_defaults: Dict = {'name': 'kaiming_normal_', 'fan_mode': 'fan_in', 'init_nonlinearity': 'relu', 'init_div_is_residual': True, 'emb_init_std': None, 'emb_init_uniform_lim': None, 'init_std': None, 'init_gain': 0.0}
+
+class MPTConfig(PretrainedConfig):
+    model_type = 'mpt'
+
+    def __init__(self, d_model: int=2048, n_heads: int=16, n_layers: int=24, expansion_ratio: int=4, max_seq_len: int=2048, vocab_size: int=50368, resid_pdrop: float=0.0, emb_pdrop: float=0.0, learned_pos_emb: bool=True, attn_config: Dict=attn_config_defaults, init_device: str='cpu', logit_scale: Optional[Union[float, str]]=None, no_bias: bool=False, verbose: int=0, embedding_fraction: float=1.0, norm_type: str='low_precision_layernorm', use_cache: bool=False, init_config: Dict=init_config_defaults, **kwargs):
+        """The MPT configuration class.
+
+        Args:
+            d_model (int): The size of the embedding dimension of the model.
+            n_heads (int): The number of attention heads.
+            n_layers (int): The number of layers in the model.
+            expansion_ratio (int): The ratio of the up/down scale in the MLP.
+            max_seq_len (int): The maximum sequence length of the model.
+            vocab_size (int): The size of the vocabulary.
+            resid_pdrop (float): The dropout probability applied to the attention output before combining with residual.
+            emb_pdrop (float): The dropout probability for the embedding layer.
+            learned_pos_emb (bool): Whether to use learned positional embeddings
+            attn_config (Dict):  A dictionary used to configure the model's attention module:
+                attn_type (str): type of attention to use. Options: multihead_attention, multiquery_attention
+                attn_pdrop (float): The dropout probability for the attention layers.
+                attn_impl (str): The attention implementation to use. One of 'torch', 'flash', or 'triton'.
+                qk_ln (bool): Whether to apply layer normalization to the queries and keys in the attention layer.
+                clip_qkv (Optional[float]): If not None, clip the queries, keys, and values in the attention layer to
+                    this value.
+                softmax_scale (Optional[float]): If not None, scale the softmax in the attention layer by this value. If None,
+                    use the default scale of ``1/sqrt(d_keys)``.
+                prefix_lm (Optional[bool]): Whether the model should operate as a Prefix LM. This requires passing an
+                    extra `prefix_mask` argument which indicates which tokens belong to the prefix. Tokens in the prefix
+                    can attend to one another bi-directionally. Tokens outside the prefix use causal attention.
+                attn_uses_sequence_id (Optional[bool]): Whether to restrict attention to tokens that have the same sequence_id.
+                    When the model is in `train` mode, this requires passing an extra `sequence_id` argument which indicates
+                    which sub-sequence each token belongs to.
+                    Defaults to ``False`` meaning any provided `sequence_id` will be ignored.
+                alibi (bool): Whether to use the alibi bias instead of position embeddings.
+                alibi_bias_max (int): The maximum value of the alibi bias.
+            init_device (str): The device to use for parameter initialization.
+            logit_scale (Optional[Union[float, str]]): If not None, scale the logits by this value.
+            no_bias (bool): Whether to use bias in all layers.
+            verbose (int): The verbosity level. 0 is silent.
+            embedding_fraction (float): The fraction to scale the gradients of the embedding layer by.
+            norm_type (str): choose type of norm to use
+            multiquery_attention (bool): Whether to use multiquery attention implementation.
+            use_cache (bool): Whether or not the model should return the last key/values attentions
+            init_config (Dict): A dictionary used to configure the model initialization:
+                init_config.name: The parameter initialization scheme to use. Options: 'default_', 'baseline_',
+                    'kaiming_uniform_', 'kaiming_normal_', 'neox_init_', 'small_init_', 'xavier_uniform_', or
+                    'xavier_normal_'. These mimic the parameter initialization methods in PyTorch.
+                init_div_is_residual (Union[int, float, str, bool]): Value to divide initial weights by if ``module._is_residual`` is True.
+                emb_init_std (Optional[float]): The standard deviation of the normal distribution used to initialize the embedding layer.
+                emb_init_uniform_lim (Optional[Union[Tuple[float, float], float]]): The lower and upper limits of the uniform distribution
+                    used to initialize the embedding layer. Mutually exclusive with ``emb_init_std``.
+                init_std (float): The standard deviation of the normal distribution used to initialize the model,
+                    if using the baseline_ parameter initialization scheme.
+                init_gain (float): The gain to use for parameter initialization with kaiming or xavier initialization schemes.
+                fan_mode (str): The fan mode to use for parameter initialization with kaiming initialization schemes.
+                init_nonlinearity (str): The nonlinearity to use for parameter initialization with kaiming initialization schemes.
+                ---
+                See llmfoundry.models.utils.param_init_fns.py for info on other param init config options
+        """
+        self.d_model = d_model
+        self.n_heads = n_heads
+        self.n_layers = n_layers
+        self.expansion_ratio = expansion_ratio
+        self.max_seq_len = max_seq_len
+        self.vocab_size = vocab_size
+        self.resid_pdrop = resid_pdrop
+        self.emb_pdrop = emb_pdrop
+        self.learned_pos_emb = learned_pos_emb
+        self.attn_config = attn_config
+        self.init_device = init_device
+        self.logit_scale = logit_scale
+        self.no_bias = no_bias
+        self.verbose = verbose
+        self.embedding_fraction = embedding_fraction
+        self.norm_type = norm_type
+        self.use_cache = use_cache
+        self.init_config = init_config
+        if 'name' in kwargs:
+            del kwargs['name']
+        if 'loss_fn' in kwargs:
+            del kwargs['loss_fn']
+        super().__init__(**kwargs)
+        self._validate_config()
+
+    def _set_config_defaults(self, config, config_defaults):
+        for (k, v) in config_defaults.items():
+            if k not in config:
+                config[k] = v
+        return config
+
+    def _validate_config(self):
+        self.attn_config = self._set_config_defaults(self.attn_config, attn_config_defaults)
+        self.init_config = self._set_config_defaults(self.init_config, init_config_defaults)
+        if self.d_model % self.n_heads != 0:
+            raise ValueError('d_model must be divisible by n_heads')
+        if any((prob < 0 or prob > 1 for prob in [self.attn_config['attn_pdrop'], self.resid_pdrop, self.emb_pdrop])):
+            raise ValueError("self.attn_config['attn_pdrop'], resid_pdrop, emb_pdrop are probabilities and must be between 0 and 1")
+        if self.attn_config['attn_impl'] not in ['torch', 'flash', 'triton']:
+            raise ValueError(f"Unknown attn_impl={self.attn_config['attn_impl']}")
+        if self.attn_config['prefix_lm'] and self.attn_config['attn_impl'] not in ['torch', 'triton']:
+            raise NotImplementedError('prefix_lm only implemented with torch and triton attention.')
+        if self.attn_config['alibi'] and self.attn_config['attn_impl'] not in ['torch', 'triton']:
+            raise NotImplementedError('alibi only implemented with torch and triton attention.')
+        if self.attn_config['attn_uses_sequence_id'] and self.attn_config['attn_impl'] not in ['torch', 'triton']:
+            raise NotImplementedError('attn_uses_sequence_id only implemented with torch and triton attention.')
+        if self.embedding_fraction > 1 or self.embedding_fraction <= 0:
+            raise ValueError('model.embedding_fraction must be between 0 (exclusive) and 1 (inclusive)!')
+        if isinstance(self.logit_scale, str) and self.logit_scale != 'inv_sqrt_d_model':
+            raise ValueError(f"self.logit_scale={self.logit_scale!r} is not recognized as an option; use numeric value or 'inv_sqrt_d_model'.")
+        if self.init_config.get('name', None) is None:
+            raise ValueError(f"self.init_config={self.init_config!r} 'name' needs to be set.")
+        if not self.learned_pos_emb and (not self.attn_config['alibi']):
+            raise ValueError(f'Positional information must be provided to the model using either learned_pos_emb or alibi.')
\ No newline at end of file
diff --git a/llava/model/language_model/mpt/custom_embedding.py b/llava/model/language_model/mpt/custom_embedding.py
new file mode 100644
index 0000000000000000000000000000000000000000..ab357952c397f47898863e8405c4958bb8de82fd
--- /dev/null
+++ b/llava/model/language_model/mpt/custom_embedding.py
@@ -0,0 +1,11 @@
+import torch
+import torch.nn as nn
+import torch.nn.functional as F
+from torch import Tensor
+
+class SharedEmbedding(nn.Embedding):
+
+    def forward(self, input: Tensor, unembed: bool=False) -> Tensor:
+        if unembed:
+            return F.linear(input, self.weight)
+        return super().forward(input)
\ No newline at end of file
diff --git a/llava/model/language_model/mpt/flash_attn_triton.py b/llava/model/language_model/mpt/flash_attn_triton.py
new file mode 100644
index 0000000000000000000000000000000000000000..c0a42186d982283add95b63d99fc118e845bcf9d
--- /dev/null
+++ b/llava/model/language_model/mpt/flash_attn_triton.py
@@ -0,0 +1,484 @@
+"""
+Copied from https://github.com/HazyResearch/flash-attention/blob/eff9fe6b8076df59d64d7a3f464696738a3c7c24/flash_attn/flash_attn_triton.py
+update imports to use 'triton_pre_mlir'
+
+*Experimental* implementation of FlashAttention in Triton.
+Tested with triton==2.0.0.dev20221202.
+Triton 2.0 has a new backend (MLIR) but seems like it doesn't yet work for head dimensions
+other than 64:
+https://github.com/openai/triton/blob/d376020f90002757eea3ea9475d4f7cfc2ec5ead/python/triton/ops/flash_attention.py#L207
+We'll update this implementation with the new Triton backend once this is fixed.
+
+We use the FlashAttention implementation from Phil Tillet a starting point.
+https://github.com/openai/triton/blob/master/python/tutorials/06-fused-attention.py
+
+Changes:
+- Implement both causal and non-causal attention.
+- Implement both self-attention and cross-attention.
+- Support arbitrary seqlens (not just multiples of 128), for both forward and backward.
+- Support all head dimensions up to 128 (not just 16, 32, 64, 128), for both forward and backward.
+- Support attention bias.
+- Speed up the forward pass a bit, and only store the LSE instead of m and l.
+- Make the backward for d=128 much faster by reducing register spilling.
+- Optionally parallelize the backward pass across seqlen_k, to deal with the case of
+small batch size * nheads.
+
+Caution:
+- This is an *experimental* implementation. The forward pass should be quite robust but
+I'm not 100% sure that the backward pass doesn't have race conditions (due to the Triton compiler).
+- This implementation has only been tested on A100.
+- If you plan to use headdim other than 64 and 128, you should test for race conditions
+(due to the Triton compiler), as done in tests/test_flash_attn.py
+"test_flash_attn_triton_race_condition". I've tested and fixed many race conditions
+for different head dimensions (40, 48, 64, 128, 80, 88, 96), but I'm still not 100% confident
+that there are none left for other head dimensions.
+
+Differences between this Triton version and the CUDA version:
+- Triton version doesn't support dropout.
+- Triton forward is generally faster than CUDA forward, while Triton backward is
+generally slower than CUDA backward. Overall Triton forward + backward is slightly slower
+than CUDA forward + backward.
+- Triton version doesn't support different sequence lengths in a batch (i.e., RaggedTensor/NestedTensor).
+- Triton version supports attention bias, while CUDA version doesn't.
+"""
+import math
+import torch
+import triton_pre_mlir as triton
+import triton_pre_mlir.language as tl
+
+@triton.heuristics({'EVEN_M': lambda args: args['seqlen_q'] % args['BLOCK_M'] == 0, 'EVEN_N': lambda args: args['seqlen_k'] % args['BLOCK_N'] == 0, 'EVEN_HEADDIM': lambda args: args['headdim'] == args['BLOCK_HEADDIM']})
+@triton.jit
+def _fwd_kernel(Q, K, V, Bias, Out, Lse, TMP, softmax_scale, stride_qb, stride_qh, stride_qm, stride_kb, stride_kh, stride_kn, stride_vb, stride_vh, stride_vn, stride_bb, stride_bh, stride_bm, stride_ob, stride_oh, stride_om, nheads, seqlen_q, seqlen_k, seqlen_q_rounded, headdim, CACHE_KEY_SEQLEN_Q, CACHE_KEY_SEQLEN_K, BIAS_TYPE: tl.constexpr, IS_CAUSAL: tl.constexpr, BLOCK_HEADDIM: tl.constexpr, EVEN_M: tl.constexpr, EVEN_N: tl.constexpr, EVEN_HEADDIM: tl.constexpr, BLOCK_M: tl.constexpr, BLOCK_N: tl.constexpr):
+    start_m = tl.program_id(0)
+    off_hb = tl.program_id(1)
+    off_b = off_hb // nheads
+    off_h = off_hb % nheads
+    offs_m = start_m * BLOCK_M + tl.arange(0, BLOCK_M)
+    offs_n = tl.arange(0, BLOCK_N)
+    offs_d = tl.arange(0, BLOCK_HEADDIM)
+    q_ptrs = Q + off_b * stride_qb + off_h * stride_qh + (offs_m[:, None] * stride_qm + offs_d[None, :])
+    k_ptrs = K + off_b * stride_kb + off_h * stride_kh + (offs_n[:, None] * stride_kn + offs_d[None, :])
+    v_ptrs = V + off_b * stride_vb + off_h * stride_vh + (offs_n[:, None] * stride_vn + offs_d[None, :])
+    if BIAS_TYPE == 'vector':
+        b_ptrs = Bias + off_b * stride_bb + off_h * stride_bh + offs_n
+    elif BIAS_TYPE == 'matrix':
+        b_ptrs = Bias + off_b * stride_bb + off_h * stride_bh + (offs_m[:, None] * stride_bm + offs_n[None, :])
+    t_ptrs = TMP + off_hb * seqlen_q_rounded + offs_m
+    lse_i = tl.zeros([BLOCK_M], dtype=tl.float32) - float('inf')
+    m_i = tl.zeros([BLOCK_M], dtype=tl.float32) - float('inf')
+    acc_o = tl.zeros([BLOCK_M, BLOCK_HEADDIM], dtype=tl.float32)
+    if EVEN_M & EVEN_N:
+        if EVEN_HEADDIM:
+            q = tl.load(q_ptrs)
+        else:
+            q = tl.load(q_ptrs, mask=offs_d[None, :] < headdim, other=0.0)
+    elif EVEN_HEADDIM:
+        q = tl.load(q_ptrs, mask=offs_m[:, None] < seqlen_q, other=0.0)
+    else:
+        q = tl.load(q_ptrs, mask=(offs_m[:, None] < seqlen_q) & (offs_d[None, :] < headdim), other=0.0)
+    end_n = seqlen_k if not IS_CAUSAL else tl.minimum((start_m + 1) * BLOCK_M, seqlen_k)
+    for start_n in range(0, end_n, BLOCK_N):
+        start_n = tl.multiple_of(start_n, BLOCK_N)
+        if EVEN_N & EVEN_M:
+            if EVEN_HEADDIM:
+                k = tl.load(k_ptrs + start_n * stride_kn)
+            else:
+                k = tl.load(k_ptrs + start_n * stride_kn, mask=offs_d[None, :] < headdim, other=0.0)
+        elif EVEN_HEADDIM:
+            k = tl.load(k_ptrs + start_n * stride_kn, mask=(start_n + offs_n)[:, None] < seqlen_k, other=0.0)
+        else:
+            k = tl.load(k_ptrs + start_n * stride_kn, mask=((start_n + offs_n)[:, None] < seqlen_k) & (offs_d[None, :] < headdim), other=0.0)
+        qk = tl.zeros([BLOCK_M, BLOCK_N], dtype=tl.float32)
+        qk += tl.dot(q, k, trans_b=True)
+        if not EVEN_N:
+            qk += tl.where((start_n + offs_n)[None, :] < seqlen_k, 0, float('-inf'))
+        if IS_CAUSAL:
+            qk += tl.where(offs_m[:, None] >= (start_n + offs_n)[None, :], 0, float('-inf'))
+        if BIAS_TYPE != 'none':
+            if BIAS_TYPE == 'vector':
+                if EVEN_N:
+                    bias = tl.load(b_ptrs + start_n).to(tl.float32)
+                else:
+                    bias = tl.load(b_ptrs + start_n, mask=start_n + offs_n < seqlen_k, other=0.0).to(tl.float32)
+                bias = bias[None, :]
+            elif BIAS_TYPE == 'matrix':
+                if EVEN_M & EVEN_N:
+                    bias = tl.load(b_ptrs + start_n).to(tl.float32)
+                else:
+                    bias = tl.load(b_ptrs + start_n, mask=(offs_m[:, None] < seqlen_q) & ((start_n + offs_n)[None, :] < seqlen_k), other=0.0).to(tl.float32)
+            qk = qk * softmax_scale + bias
+            m_ij = tl.maximum(tl.max(qk, 1), lse_i)
+            p = tl.exp(qk - m_ij[:, None])
+        else:
+            m_ij = tl.maximum(tl.max(qk, 1) * softmax_scale, lse_i)
+            p = tl.exp(qk * softmax_scale - m_ij[:, None])
+        l_ij = tl.sum(p, 1)
+        acc_o_scale = tl.exp(m_i - m_ij)
+        tl.store(t_ptrs, acc_o_scale)
+        acc_o_scale = tl.load(t_ptrs)
+        acc_o = acc_o * acc_o_scale[:, None]
+        if EVEN_N & EVEN_M:
+            if EVEN_HEADDIM:
+                v = tl.load(v_ptrs + start_n * stride_vn)
+            else:
+                v = tl.load(v_ptrs + start_n * stride_vn, mask=offs_d[None, :] < headdim, other=0.0)
+        elif EVEN_HEADDIM:
+            v = tl.load(v_ptrs + start_n * stride_vn, mask=(start_n + offs_n)[:, None] < seqlen_k, other=0.0)
+        else:
+            v = tl.load(v_ptrs + start_n * stride_vn, mask=((start_n + offs_n)[:, None] < seqlen_k) & (offs_d[None, :] < headdim), other=0.0)
+        p = p.to(v.dtype)
+        acc_o += tl.dot(p, v)
+        m_i = m_ij
+        l_i_new = tl.exp(lse_i - m_ij) + l_ij
+        lse_i = m_ij + tl.log(l_i_new)
+    o_scale = tl.exp(m_i - lse_i)
+    tl.store(t_ptrs, o_scale)
+    o_scale = tl.load(t_ptrs)
+    acc_o = acc_o * o_scale[:, None]
+    start_m = tl.program_id(0)
+    offs_m = start_m * BLOCK_M + tl.arange(0, BLOCK_M)
+    lse_ptrs = Lse + off_hb * seqlen_q_rounded + offs_m
+    tl.store(lse_ptrs, lse_i)
+    offs_d = tl.arange(0, BLOCK_HEADDIM)
+    out_ptrs = Out + off_b * stride_ob + off_h * stride_oh + (offs_m[:, None] * stride_om + offs_d[None, :])
+    if EVEN_M:
+        if EVEN_HEADDIM:
+            tl.store(out_ptrs, acc_o)
+        else:
+            tl.store(out_ptrs, acc_o, mask=offs_d[None, :] < headdim)
+    elif EVEN_HEADDIM:
+        tl.store(out_ptrs, acc_o, mask=offs_m[:, None] < seqlen_q)
+    else:
+        tl.store(out_ptrs, acc_o, mask=(offs_m[:, None] < seqlen_q) & (offs_d[None, :] < headdim))
+
+@triton.jit
+def _bwd_preprocess_do_o_dot(Out, DO, Delta, stride_ob, stride_oh, stride_om, stride_dob, stride_doh, stride_dom, nheads, seqlen_q, seqlen_q_rounded, headdim, BLOCK_M: tl.constexpr, BLOCK_HEADDIM: tl.constexpr):
+    start_m = tl.program_id(0)
+    off_hb = tl.program_id(1)
+    off_b = off_hb // nheads
+    off_h = off_hb % nheads
+    offs_m = start_m * BLOCK_M + tl.arange(0, BLOCK_M)
+    offs_d = tl.arange(0, BLOCK_HEADDIM)
+    o = tl.load(Out + off_b * stride_ob + off_h * stride_oh + offs_m[:, None] * stride_om + offs_d[None, :], mask=(offs_m[:, None] < seqlen_q) & (offs_d[None, :] < headdim), other=0.0).to(tl.float32)
+    do = tl.load(DO + off_b * stride_dob + off_h * stride_doh + offs_m[:, None] * stride_dom + offs_d[None, :], mask=(offs_m[:, None] < seqlen_q) & (offs_d[None, :] < headdim), other=0.0).to(tl.float32)
+    delta = tl.sum(o * do, axis=1)
+    tl.store(Delta + off_hb * seqlen_q_rounded + offs_m, delta)
+
+@triton.jit
+def _bwd_store_dk_dv(dk_ptrs, dv_ptrs, dk, dv, offs_n, offs_d, seqlen_k, headdim, EVEN_M: tl.constexpr, EVEN_N: tl.constexpr, EVEN_HEADDIM: tl.constexpr):
+    if EVEN_N & EVEN_M:
+        if EVEN_HEADDIM:
+            tl.store(dv_ptrs, dv)
+            tl.store(dk_ptrs, dk)
+        else:
+            tl.store(dv_ptrs, dv, mask=offs_d[None, :] < headdim)
+            tl.store(dk_ptrs, dk, mask=offs_d[None, :] < headdim)
+    elif EVEN_HEADDIM:
+        tl.store(dv_ptrs, dv, mask=offs_n[:, None] < seqlen_k)
+        tl.store(dk_ptrs, dk, mask=offs_n[:, None] < seqlen_k)
+    else:
+        tl.store(dv_ptrs, dv, mask=(offs_n[:, None] < seqlen_k) & (offs_d[None, :] < headdim))
+        tl.store(dk_ptrs, dk, mask=(offs_n[:, None] < seqlen_k) & (offs_d[None, :] < headdim))
+
+@triton.jit
+def _bwd_kernel_one_col_block(start_n, Q, K, V, Bias, DO, DQ, DK, DV, LSE, D, softmax_scale, stride_qm, stride_kn, stride_vn, stride_bm, stride_dom, stride_dqm, stride_dkn, stride_dvn, seqlen_q, seqlen_k, headdim, ATOMIC_ADD: tl.constexpr, BIAS_TYPE: tl.constexpr, IS_CAUSAL: tl.constexpr, BLOCK_HEADDIM: tl.constexpr, EVEN_M: tl.constexpr, EVEN_N: tl.constexpr, EVEN_HEADDIM: tl.constexpr, BLOCK_M: tl.constexpr, BLOCK_N: tl.constexpr):
+    begin_m = 0 if not IS_CAUSAL else start_n * BLOCK_N // BLOCK_M * BLOCK_M
+    offs_qm = begin_m + tl.arange(0, BLOCK_M)
+    offs_n = start_n * BLOCK_N + tl.arange(0, BLOCK_N)
+    offs_m = tl.arange(0, BLOCK_M)
+    offs_d = tl.arange(0, BLOCK_HEADDIM)
+    q_ptrs = Q + (offs_qm[:, None] * stride_qm + offs_d[None, :])
+    k_ptrs = K + (offs_n[:, None] * stride_kn + offs_d[None, :])
+    v_ptrs = V + (offs_n[:, None] * stride_vn + offs_d[None, :])
+    do_ptrs = DO + (offs_qm[:, None] * stride_dom + offs_d[None, :])
+    dq_ptrs = DQ + (offs_qm[:, None] * stride_dqm + offs_d[None, :])
+    if BIAS_TYPE == 'vector':
+        b_ptrs = Bias + offs_n
+    elif BIAS_TYPE == 'matrix':
+        b_ptrs = Bias + (offs_qm[:, None] * stride_bm + offs_n[None, :])
+    dv = tl.zeros([BLOCK_N, BLOCK_HEADDIM], dtype=tl.float32)
+    dk = tl.zeros([BLOCK_N, BLOCK_HEADDIM], dtype=tl.float32)
+    if begin_m >= seqlen_q:
+        dv_ptrs = DV + (offs_n[:, None] * stride_dvn + offs_d[None, :])
+        dk_ptrs = DK + (offs_n[:, None] * stride_dkn + offs_d[None, :])
+        _bwd_store_dk_dv(dk_ptrs, dv_ptrs, dk, dv, offs_n, offs_d, seqlen_k, headdim, EVEN_M=EVEN_M, EVEN_N=EVEN_N, EVEN_HEADDIM=EVEN_HEADDIM)
+        return
+    if EVEN_N & EVEN_M:
+        if EVEN_HEADDIM:
+            k = tl.load(k_ptrs)
+            v = tl.load(v_ptrs)
+        else:
+            k = tl.load(k_ptrs, mask=offs_d[None, :] < headdim, other=0.0)
+            v = tl.load(v_ptrs, mask=offs_d[None, :] < headdim, other=0.0)
+    elif EVEN_HEADDIM:
+        k = tl.load(k_ptrs, mask=offs_n[:, None] < seqlen_k, other=0.0)
+        v = tl.load(v_ptrs, mask=offs_n[:, None] < seqlen_k, other=0.0)
+    else:
+        k = tl.load(k_ptrs, mask=(offs_n[:, None] < seqlen_k) & (offs_d[None, :] < headdim), other=0.0)
+        v = tl.load(v_ptrs, mask=(offs_n[:, None] < seqlen_k) & (offs_d[None, :] < headdim), other=0.0)
+    num_block_m = tl.cdiv(seqlen_q, BLOCK_M)
+    for start_m in range(begin_m, num_block_m * BLOCK_M, BLOCK_M):
+        start_m = tl.multiple_of(start_m, BLOCK_M)
+        offs_m_curr = start_m + offs_m
+        if EVEN_M & EVEN_HEADDIM:
+            q = tl.load(q_ptrs)
+        elif EVEN_HEADDIM:
+            q = tl.load(q_ptrs, mask=offs_m_curr[:, None] < seqlen_q, other=0.0)
+        else:
+            q = tl.load(q_ptrs, mask=(offs_m_curr[:, None] < seqlen_q) & (offs_d[None, :] < headdim), other=0.0)
+        qk = tl.dot(q, k, trans_b=True)
+        if not EVEN_N:
+            qk = tl.where(offs_n[None, :] < seqlen_k, qk, float('-inf'))
+        if IS_CAUSAL:
+            qk = tl.where(offs_m_curr[:, None] >= offs_n[None, :], qk, float('-inf'))
+        if BIAS_TYPE != 'none':
+            tl.debug_barrier()
+            if BIAS_TYPE == 'vector':
+                if EVEN_N:
+                    bias = tl.load(b_ptrs).to(tl.float32)
+                else:
+                    bias = tl.load(b_ptrs, mask=offs_n < seqlen_k, other=0.0).to(tl.float32)
+                bias = bias[None, :]
+            elif BIAS_TYPE == 'matrix':
+                if EVEN_M & EVEN_N:
+                    bias = tl.load(b_ptrs).to(tl.float32)
+                else:
+                    bias = tl.load(b_ptrs, mask=(offs_m_curr[:, None] < seqlen_q) & (offs_n[None, :] < seqlen_k), other=0.0).to(tl.float32)
+            qk = qk * softmax_scale + bias
+        if not EVEN_M & EVEN_HEADDIM:
+            tl.debug_barrier()
+        lse_i = tl.load(LSE + offs_m_curr)
+        if BIAS_TYPE == 'none':
+            p = tl.exp(qk * softmax_scale - lse_i[:, None])
+        else:
+            p = tl.exp(qk - lse_i[:, None])
+        if EVEN_M & EVEN_HEADDIM:
+            do = tl.load(do_ptrs)
+        else:
+            do = tl.load(do_ptrs, mask=(offs_m_curr[:, None] < seqlen_q) & (offs_d[None, :] < headdim), other=0.0)
+        dv += tl.dot(p.to(do.dtype), do, trans_a=True)
+        if not EVEN_M & EVEN_HEADDIM:
+            tl.debug_barrier()
+        dp = tl.dot(do, v, trans_b=True)
+        if not EVEN_HEADDIM:
+            tl.debug_barrier()
+        Di = tl.load(D + offs_m_curr)
+        ds = (p * (dp - Di[:, None]) * softmax_scale).to(q.dtype)
+        dk += tl.dot(ds, q, trans_a=True)
+        if not EVEN_M & EVEN_HEADDIM:
+            tl.debug_barrier()
+        if not ATOMIC_ADD:
+            if EVEN_M & EVEN_HEADDIM:
+                dq = tl.load(dq_ptrs, eviction_policy='evict_last')
+                dq += tl.dot(ds, k)
+                tl.store(dq_ptrs, dq, eviction_policy='evict_last')
+            elif EVEN_HEADDIM:
+                dq = tl.load(dq_ptrs, mask=offs_m_curr[:, None] < seqlen_q, other=0.0, eviction_policy='evict_last')
+                dq += tl.dot(ds, k)
+                tl.store(dq_ptrs, dq, mask=offs_m_curr[:, None] < seqlen_q, eviction_policy='evict_last')
+            else:
+                dq = tl.load(dq_ptrs, mask=(offs_m_curr[:, None] < seqlen_q) & (offs_d[None, :] < headdim), other=0.0, eviction_policy='evict_last')
+                dq += tl.dot(ds, k)
+                tl.store(dq_ptrs, dq, mask=(offs_m_curr[:, None] < seqlen_q) & (offs_d[None, :] < headdim), eviction_policy='evict_last')
+        else:
+            dq = tl.dot(ds, k)
+            if EVEN_M & EVEN_HEADDIM:
+                tl.atomic_add(dq_ptrs, dq)
+            elif EVEN_HEADDIM:
+                tl.atomic_add(dq_ptrs, dq, mask=offs_m_curr[:, None] < seqlen_q)
+            else:
+                tl.atomic_add(dq_ptrs, dq, mask=(offs_m_curr[:, None] < seqlen_q) & (offs_d[None, :] < headdim))
+        dq_ptrs += BLOCK_M * stride_dqm
+        q_ptrs += BLOCK_M * stride_qm
+        do_ptrs += BLOCK_M * stride_dom
+        if BIAS_TYPE == 'matrix':
+            b_ptrs += BLOCK_M * stride_bm
+    dv_ptrs = DV + (offs_n[:, None] * stride_dvn + offs_d[None, :])
+    dk_ptrs = DK + (offs_n[:, None] * stride_dkn + offs_d[None, :])
+    _bwd_store_dk_dv(dk_ptrs, dv_ptrs, dk, dv, offs_n, offs_d, seqlen_k, headdim, EVEN_M=EVEN_M, EVEN_N=EVEN_N, EVEN_HEADDIM=EVEN_HEADDIM)
+
+def init_to_zero(name):
+    return lambda nargs: nargs[name].zero_()
+
+@triton.autotune(configs=[triton.Config({'BLOCK_M': 128, 'BLOCK_N': 128, 'SEQUENCE_PARALLEL': False}, num_warps=8, num_stages=1, pre_hook=init_to_zero('DQ')), triton.Config({'BLOCK_M': 128, 'BLOCK_N': 128, 'SEQUENCE_PARALLEL': True}, num_warps=8, num_stages=1, pre_hook=init_to_zero('DQ'))], key=['CACHE_KEY_SEQLEN_Q', 'CACHE_KEY_SEQLEN_K', 'BIAS_TYPE', 'IS_CAUSAL', 'BLOCK_HEADDIM'])
+@triton.heuristics({'EVEN_M': lambda args: args['seqlen_q'] % args['BLOCK_M'] == 0, 'EVEN_N': lambda args: args['seqlen_k'] % args['BLOCK_N'] == 0, 'EVEN_HEADDIM': lambda args: args['headdim'] == args['BLOCK_HEADDIM']})
+@triton.jit
+def _bwd_kernel(Q, K, V, Bias, DO, DQ, DK, DV, LSE, D, softmax_scale, stride_qb, stride_qh, stride_qm, stride_kb, stride_kh, stride_kn, stride_vb, stride_vh, stride_vn, stride_bb, stride_bh, stride_bm, stride_dob, stride_doh, stride_dom, stride_dqb, stride_dqh, stride_dqm, stride_dkb, stride_dkh, stride_dkn, stride_dvb, stride_dvh, stride_dvn, nheads, seqlen_q, seqlen_k, seqlen_q_rounded, headdim, CACHE_KEY_SEQLEN_Q, CACHE_KEY_SEQLEN_K, BIAS_TYPE: tl.constexpr, IS_CAUSAL: tl.constexpr, BLOCK_HEADDIM: tl.constexpr, SEQUENCE_PARALLEL: tl.constexpr, EVEN_M: tl.constexpr, EVEN_N: tl.constexpr, EVEN_HEADDIM: tl.constexpr, BLOCK_M: tl.constexpr, BLOCK_N: tl.constexpr):
+    off_hb = tl.program_id(1)
+    off_b = off_hb // nheads
+    off_h = off_hb % nheads
+    Q += off_b * stride_qb + off_h * stride_qh
+    K += off_b * stride_kb + off_h * stride_kh
+    V += off_b * stride_vb + off_h * stride_vh
+    DO += off_b * stride_dob + off_h * stride_doh
+    DQ += off_b * stride_dqb + off_h * stride_dqh
+    DK += off_b * stride_dkb + off_h * stride_dkh
+    DV += off_b * stride_dvb + off_h * stride_dvh
+    if BIAS_TYPE != 'none':
+        Bias += off_b * stride_bb + off_h * stride_bh
+    D += off_hb * seqlen_q_rounded
+    LSE += off_hb * seqlen_q_rounded
+    if not SEQUENCE_PARALLEL:
+        num_block_n = tl.cdiv(seqlen_k, BLOCK_N)
+        for start_n in range(0, num_block_n):
+            _bwd_kernel_one_col_block(start_n, Q, K, V, Bias, DO, DQ, DK, DV, LSE, D, softmax_scale, stride_qm, stride_kn, stride_vn, stride_bm, stride_dom, stride_dqm, stride_dkn, stride_dvn, seqlen_q, seqlen_k, headdim, ATOMIC_ADD=False, BIAS_TYPE=BIAS_TYPE, IS_CAUSAL=IS_CAUSAL, BLOCK_HEADDIM=BLOCK_HEADDIM, EVEN_M=EVEN_M, EVEN_N=EVEN_N, EVEN_HEADDIM=EVEN_HEADDIM, BLOCK_M=BLOCK_M, BLOCK_N=BLOCK_N)
+    else:
+        start_n = tl.program_id(0)
+        _bwd_kernel_one_col_block(start_n, Q, K, V, Bias, DO, DQ, DK, DV, LSE, D, softmax_scale, stride_qm, stride_kn, stride_vn, stride_bm, stride_dom, stride_dqm, stride_dkn, stride_dvn, seqlen_q, seqlen_k, headdim, ATOMIC_ADD=True, BIAS_TYPE=BIAS_TYPE, IS_CAUSAL=IS_CAUSAL, BLOCK_HEADDIM=BLOCK_HEADDIM, EVEN_M=EVEN_M, EVEN_N=EVEN_N, EVEN_HEADDIM=EVEN_HEADDIM, BLOCK_M=BLOCK_M, BLOCK_N=BLOCK_N)
+
+def _flash_attn_forward(q, k, v, bias=None, causal=False, softmax_scale=None):
+    (batch, seqlen_q, nheads, d) = q.shape
+    (_, seqlen_k, _, _) = k.shape
+    assert k.shape == (batch, seqlen_k, nheads, d)
+    assert v.shape == (batch, seqlen_k, nheads, d)
+    assert d <= 128, 'FlashAttention only support head dimensions up to 128'
+    assert q.dtype == k.dtype == v.dtype, 'All tensors must have the same type'
+    assert q.dtype in [torch.float16, torch.bfloat16], 'Only support fp16 and bf16'
+    assert q.is_cuda and k.is_cuda and v.is_cuda
+    softmax_scale = softmax_scale or 1.0 / math.sqrt(d)
+    has_bias = bias is not None
+    bias_type = 'none'
+    if has_bias:
+        assert bias.dtype in [q.dtype, torch.float]
+        assert bias.is_cuda
+        assert bias.dim() == 4
+        if bias.stride(-1) != 1:
+            bias = bias.contiguous()
+        if bias.shape[2:] == (1, seqlen_k):
+            bias_type = 'vector'
+        elif bias.shape[2:] == (seqlen_q, seqlen_k):
+            bias_type = 'matrix'
+        else:
+            raise RuntimeError('Last 2 dimensions of bias must be (1, seqlen_k) or (seqlen_q, seqlen_k)')
+        bias = bias.expand(batch, nheads, seqlen_q, seqlen_k)
+    bias_strides = (bias.stride(0), bias.stride(1), bias.stride(2)) if has_bias else (0, 0, 0)
+    seqlen_q_rounded = math.ceil(seqlen_q / 128) * 128
+    lse = torch.empty((batch, nheads, seqlen_q_rounded), device=q.device, dtype=torch.float32)
+    tmp = torch.empty((batch, nheads, seqlen_q_rounded), device=q.device, dtype=torch.float32)
+    o = torch.empty_like(q)
+    BLOCK_HEADDIM = max(triton.next_power_of_2(d), 16)
+    BLOCK = 128
+    num_warps = 4 if d <= 64 else 8
+    grid = lambda META: (triton.cdiv(seqlen_q, META['BLOCK_M']), batch * nheads)
+    _fwd_kernel[grid](q, k, v, bias, o, lse, tmp, softmax_scale, q.stride(0), q.stride(2), q.stride(1), k.stride(0), k.stride(2), k.stride(1), v.stride(0), v.stride(2), v.stride(1), *bias_strides, o.stride(0), o.stride(2), o.stride(1), nheads, seqlen_q, seqlen_k, seqlen_q_rounded, d, seqlen_q // 32, seqlen_k // 32, bias_type, causal, BLOCK_HEADDIM, BLOCK_M=BLOCK, BLOCK_N=BLOCK, num_warps=num_warps, num_stages=1)
+    return (o, lse, softmax_scale)
+
+def _flash_attn_backward(do, q, k, v, o, lse, dq, dk, dv, bias=None, causal=False, softmax_scale=None):
+    if do.stride(-1) != 1:
+        do = do.contiguous()
+    (batch, seqlen_q, nheads, d) = q.shape
+    (_, seqlen_k, _, _) = k.shape
+    assert d <= 128
+    seqlen_q_rounded = math.ceil(seqlen_q / 128) * 128
+    assert lse.shape == (batch, nheads, seqlen_q_rounded)
+    assert q.stride(-1) == k.stride(-1) == v.stride(-1) == o.stride(-1) == 1
+    assert dq.stride(-1) == dk.stride(-1) == dv.stride(-1) == 1
+    softmax_scale = softmax_scale or 1.0 / math.sqrt(d)
+    dq_accum = torch.empty_like(q, dtype=torch.float32)
+    delta = torch.empty_like(lse)
+    BLOCK_HEADDIM = max(triton.next_power_of_2(d), 16)
+    grid = lambda META: (triton.cdiv(seqlen_q, META['BLOCK_M']), batch * nheads)
+    _bwd_preprocess_do_o_dot[grid](o, do, delta, o.stride(0), o.stride(2), o.stride(1), do.stride(0), do.stride(2), do.stride(1), nheads, seqlen_q, seqlen_q_rounded, d, BLOCK_M=128, BLOCK_HEADDIM=BLOCK_HEADDIM)
+    has_bias = bias is not None
+    bias_type = 'none'
+    if has_bias:
+        assert bias.dtype in [q.dtype, torch.float]
+        assert bias.is_cuda
+        assert bias.dim() == 4
+        assert bias.stride(-1) == 1
+        if bias.shape[2:] == (1, seqlen_k):
+            bias_type = 'vector'
+        elif bias.shape[2:] == (seqlen_q, seqlen_k):
+            bias_type = 'matrix'
+        else:
+            raise RuntimeError('Last 2 dimensions of bias must be (1, seqlen_k) or (seqlen_q, seqlen_k)')
+        bias = bias.expand(batch, nheads, seqlen_q, seqlen_k)
+    bias_strides = (bias.stride(0), bias.stride(1), bias.stride(2)) if has_bias else (0, 0, 0)
+    grid = lambda META: (triton.cdiv(seqlen_k, META['BLOCK_N']) if META['SEQUENCE_PARALLEL'] else 1, batch * nheads)
+    _bwd_kernel[grid](q, k, v, bias, do, dq_accum, dk, dv, lse, delta, softmax_scale, q.stride(0), q.stride(2), q.stride(1), k.stride(0), k.stride(2), k.stride(1), v.stride(0), v.stride(2), v.stride(1), *bias_strides, do.stride(0), do.stride(2), do.stride(1), dq_accum.stride(0), dq_accum.stride(2), dq_accum.stride(1), dk.stride(0), dk.stride(2), dk.stride(1), dv.stride(0), dv.stride(2), dv.stride(1), nheads, seqlen_q, seqlen_k, seqlen_q_rounded, d, seqlen_q // 32, seqlen_k // 32, bias_type, causal, BLOCK_HEADDIM)
+    dq.copy_(dq_accum)
+
+class FlashAttnQKVPackedFunc(torch.autograd.Function):
+
+    @staticmethod
+    def forward(ctx, qkv, bias=None, causal=False, softmax_scale=None):
+        """
+            qkv: (batch, seqlen, 3, nheads, headdim)
+            bias: optional, shape broadcastible to (batch, nheads, seqlen, seqlen).
+                For example, ALiBi mask for causal would have shape (1, nheads, 1, seqlen).
+                ALiBi mask for non-causal would have shape (1, nheads, seqlen, seqlen)
+        """
+        if qkv.stride(-1) != 1:
+            qkv = qkv.contiguous()
+        (o, lse, ctx.softmax_scale) = _flash_attn_forward(qkv[:, :, 0], qkv[:, :, 1], qkv[:, :, 2], bias=bias, causal=causal, softmax_scale=softmax_scale)
+        ctx.save_for_backward(qkv, o, lse, bias)
+        ctx.causal = causal
+        return o
+
+    @staticmethod
+    def backward(ctx, do):
+        (qkv, o, lse, bias) = ctx.saved_tensors
+        assert not ctx.needs_input_grad[1], 'FlashAttention does not support bias gradient yet'
+        with torch.inference_mode():
+            dqkv = torch.empty_like(qkv)
+            _flash_attn_backward(do, qkv[:, :, 0], qkv[:, :, 1], qkv[:, :, 2], o, lse, dqkv[:, :, 0], dqkv[:, :, 1], dqkv[:, :, 2], bias=bias, causal=ctx.causal, softmax_scale=ctx.softmax_scale)
+        return (dqkv, None, None, None)
+flash_attn_qkvpacked_func = FlashAttnQKVPackedFunc.apply
+
+class FlashAttnKVPackedFunc(torch.autograd.Function):
+
+    @staticmethod
+    def forward(ctx, q, kv, bias=None, causal=False, softmax_scale=None):
+        """
+            q: (batch, seqlen_q, nheads, headdim)
+            kv: (batch, seqlen_k, 2, nheads, headdim)
+            bias: optional, shape broadcastible to (batch, nheads, seqlen_q, seqlen_k).
+                For example, ALiBi mask for causal would have shape (1, nheads, 1, seqlen_k).
+                ALiBi mask for non-causal would have shape (1, nheads, seqlen_q, seqlen_k)
+        """
+        (q, kv) = [x if x.stride(-1) == 1 else x.contiguous() for x in [q, kv]]
+        (o, lse, ctx.softmax_scale) = _flash_attn_forward(q, kv[:, :, 0], kv[:, :, 1], bias=bias, causal=causal, softmax_scale=softmax_scale)
+        ctx.save_for_backward(q, kv, o, lse, bias)
+        ctx.causal = causal
+        return o
+
+    @staticmethod
+    def backward(ctx, do):
+        (q, kv, o, lse, bias) = ctx.saved_tensors
+        if len(ctx.needs_input_grad) >= 3:
+            assert not ctx.needs_input_grad[2], 'FlashAttention does not support bias gradient yet'
+        with torch.inference_mode():
+            dq = torch.empty_like(q)
+            dkv = torch.empty_like(kv)
+            _flash_attn_backward(do, q, kv[:, :, 0], kv[:, :, 1], o, lse, dq, dkv[:, :, 0], dkv[:, :, 1], bias=bias, causal=ctx.causal, softmax_scale=ctx.softmax_scale)
+        return (dq, dkv, None, None, None)
+flash_attn_kvpacked_func = FlashAttnKVPackedFunc.apply
+
+class FlashAttnFunc(torch.autograd.Function):
+
+    @staticmethod
+    def forward(ctx, q, k, v, bias=None, causal=False, softmax_scale=None):
+        """
+            q: (batch_size, seqlen_q, nheads, headdim)
+            k, v: (batch_size, seqlen_k, nheads, headdim)
+            bias: optional, shape broadcastible to (batch, nheads, seqlen_q, seqlen_k).
+                For example, ALiBi mask for causal would have shape (1, nheads, 1, seqlen_k).
+                ALiBi mask for non-causal would have shape (1, nheads, seqlen_q, seqlen_k)
+        """
+        (q, k, v) = [x if x.stride(-1) == 1 else x.contiguous() for x in [q, k, v]]
+        (o, lse, ctx.softmax_scale) = _flash_attn_forward(q, k, v, bias=bias, causal=causal, softmax_scale=softmax_scale)
+        ctx.save_for_backward(q, k, v, o, lse, bias)
+        ctx.causal = causal
+        return o
+
+    @staticmethod
+    def backward(ctx, do):
+        (q, k, v, o, lse, bias) = ctx.saved_tensors
+        assert not ctx.needs_input_grad[3], 'FlashAttention does not support bias gradient yet'
+        with torch.inference_mode():
+            dq = torch.empty_like(q)
+            dk = torch.empty_like(k)
+            dv = torch.empty_like(v)
+            _flash_attn_backward(do, q, k, v, o, lse, dq, dk, dv, bias=bias, causal=ctx.causal, softmax_scale=ctx.softmax_scale)
+        return (dq, dk, dv, None, None, None)
+flash_attn_func = FlashAttnFunc.apply
\ No newline at end of file
diff --git a/llava/model/language_model/mpt/hf_prefixlm_converter.py b/llava/model/language_model/mpt/hf_prefixlm_converter.py
new file mode 100644
index 0000000000000000000000000000000000000000..8c1a6487202a6400a7116a6bd68b493892ef0d14
--- /dev/null
+++ b/llava/model/language_model/mpt/hf_prefixlm_converter.py
@@ -0,0 +1,415 @@
+"""Converts Huggingface Causal LM to Prefix LM.
+
+Conversion does lightweight surgery on a HuggingFace
+Causal LM to convert it to a Prefix LM.
+
+Prefix LMs accepts a `bidirectional_mask` input in `forward`
+and treat the input prompt as the prefix in `generate`.
+"""
+import math
+import warnings
+from types import MethodType
+from typing import Any, Dict, List, Optional, Tuple, Union
+import torch
+from transformers.models.bloom.modeling_bloom import BaseModelOutputWithPastAndCrossAttentions, BloomForCausalLM, BloomModel, CausalLMOutputWithCrossAttentions, CrossEntropyLoss
+from transformers.models.bloom.modeling_bloom import _expand_mask as _expand_mask_bloom
+from transformers.models.bloom.modeling_bloom import _make_causal_mask as _make_causal_mask_bloom
+from transformers.models.bloom.modeling_bloom import logging
+from transformers.models.gpt2.modeling_gpt2 import GPT2LMHeadModel
+from transformers.models.gpt_neo.modeling_gpt_neo import GPTNeoForCausalLM
+from transformers.models.gpt_neox.modeling_gpt_neox import GPTNeoXForCausalLM
+from transformers.models.gptj.modeling_gptj import GPTJForCausalLM
+from transformers.models.opt.modeling_opt import OPTForCausalLM
+from transformers.models.opt.modeling_opt import _expand_mask as _expand_mask_opt
+from transformers.models.opt.modeling_opt import _make_causal_mask as _make_causal_mask_opt
+logger = logging.get_logger(__name__)
+_SUPPORTED_GPT_MODELS = (GPT2LMHeadModel, GPTJForCausalLM, GPTNeoForCausalLM, GPTNeoXForCausalLM)
+CAUSAL_GPT_TYPES = Union[GPT2LMHeadModel, GPTJForCausalLM, GPTNeoForCausalLM, GPTNeoXForCausalLM]
+
+def _convert_gpt_causal_lm_to_prefix_lm(model: CAUSAL_GPT_TYPES) -> CAUSAL_GPT_TYPES:
+    """Converts a GPT-style Causal LM to a Prefix LM.
+
+    Supported HuggingFace model classes:
+        - `GPT2LMHeadModel`
+        - `GPTNeoForCausalLM`
+        - `GPTNeoXForCausalLM`
+        - `GPTJForCausalLM`
+
+    See `convert_hf_causal_lm_to_prefix_lm` for more details.
+    """
+    if hasattr(model, '_prefix_lm_converted'):
+        return model
+    assert isinstance(model, _SUPPORTED_GPT_MODELS)
+    assert model.config.add_cross_attention == False, 'Only supports GPT-style decoder-only models'
+
+    def _get_attn_modules(model: CAUSAL_GPT_TYPES) -> List[torch.nn.Module]:
+        """Helper that gets a list of the model's attention modules.
+
+        Each module has a `bias` buffer used for causal masking. The Prefix LM
+        conversion adds logic to dynamically manipulate these biases to support
+        Prefix LM attention masking.
+        """
+        attn_modules = []
+        if isinstance(model, GPTNeoXForCausalLM):
+            blocks = model.gpt_neox.layers
+        else:
+            blocks = model.transformer.h
+        for block in blocks:
+            if isinstance(model, GPTNeoForCausalLM):
+                if block.attn.attention_type != 'global':
+                    continue
+                attn_module = block.attn.attention
+            elif isinstance(model, GPTNeoXForCausalLM):
+                attn_module = block.attention
+            else:
+                attn_module = block.attn
+            attn_modules.append(attn_module)
+        return attn_modules
+    setattr(model, '_original_forward', getattr(model, 'forward'))
+    setattr(model, '_original_generate', getattr(model, 'generate'))
+
+    def forward(self: CAUSAL_GPT_TYPES, input_ids: Optional[torch.LongTensor]=None, past_key_values: Optional[Tuple[Tuple[torch.Tensor]]]=None, attention_mask: Optional[torch.FloatTensor]=None, bidirectional_mask: Optional[torch.Tensor]=None, token_type_ids: Optional[torch.LongTensor]=None, position_ids: Optional[torch.LongTensor]=None, head_mask: Optional[torch.FloatTensor]=None, inputs_embeds: Optional[torch.FloatTensor]=None, labels: Optional[torch.LongTensor]=None, use_cache: Optional[bool]=None, output_attentions: Optional[bool]=None, output_hidden_states: Optional[bool]=None, return_dict: Optional[bool]=None):
+        """Wraps original forward to enable PrefixLM attention."""
+
+        def call_og_forward():
+            if isinstance(self, GPTNeoXForCausalLM):
+                return self._original_forward(input_ids=input_ids, past_key_values=past_key_values, attention_mask=attention_mask, head_mask=head_mask, inputs_embeds=inputs_embeds, labels=labels, use_cache=use_cache, output_attentions=output_attentions, output_hidden_states=output_hidden_states, return_dict=return_dict)
+            else:
+                return self._original_forward(input_ids=input_ids, past_key_values=past_key_values, attention_mask=attention_mask, token_type_ids=token_type_ids, position_ids=position_ids, head_mask=head_mask, inputs_embeds=inputs_embeds, labels=labels, use_cache=use_cache, output_attentions=output_attentions, output_hidden_states=output_hidden_states, return_dict=return_dict)
+        if bidirectional_mask is None:
+            return call_og_forward()
+        assert isinstance(bidirectional_mask, torch.Tensor)
+        attn_modules = _get_attn_modules(model)
+        (b, s) = bidirectional_mask.shape
+        max_length = attn_modules[0].bias.shape[-1]
+        if s > max_length:
+            raise ValueError(f'bidirectional_mask sequence length (={s}) exceeds the ' + f'max length allowed by the model ({max_length}).')
+        assert s <= max_length
+        if s < max_length:
+            pad = torch.zeros((int(b), int(max_length - s)), dtype=bidirectional_mask.dtype, device=bidirectional_mask.device)
+            bidirectional_mask = torch.cat([bidirectional_mask, pad], dim=1)
+        bidirectional = bidirectional_mask.unsqueeze(1).unsqueeze(1)
+        for attn_module in attn_modules:
+            attn_module.bias.data = torch.logical_or(attn_module.bias.data, bidirectional)
+        output = call_og_forward()
+        for attn_module in attn_modules:
+            attn_module.bias.data = torch.tril(attn_module.bias.data[0, 0])[None, None]
+        return output
+
+    def generate(self: CAUSAL_GPT_TYPES, *args: tuple, **kwargs: Dict[str, Any]):
+        """Wraps original generate to enable PrefixLM attention."""
+        attn_modules = _get_attn_modules(model)
+        for attn_module in attn_modules:
+            attn_module.bias.data[:] = 1
+        output = self._original_generate(*args, **kwargs)
+        for attn_module in attn_modules:
+            attn_module.bias.data = torch.tril(attn_module.bias.data[0, 0])[None, None]
+        return output
+    setattr(model, 'forward', MethodType(forward, model))
+    setattr(model, 'generate', MethodType(generate, model))
+    setattr(model, '_prefix_lm_converted', True)
+    return model
+
+def _convert_bloom_causal_lm_to_prefix_lm(model: BloomForCausalLM) -> BloomForCausalLM:
+    """Converts a BLOOM Causal LM to a Prefix LM.
+
+    Supported HuggingFace model classes:
+        - `BloomForCausalLM`
+
+    See `convert_hf_causal_lm_to_prefix_lm` for more details.
+    """
+    if hasattr(model, '_prefix_lm_converted'):
+        return model
+    assert isinstance(model, BloomForCausalLM)
+    assert model.config.add_cross_attention == False, 'Only supports BLOOM decoder-only models'
+
+    def _prepare_attn_mask(self: BloomModel, attention_mask: torch.Tensor, bidirectional_mask: Optional[torch.Tensor], input_shape: Tuple[int, int], past_key_values_length: int) -> torch.BoolTensor:
+        combined_attention_mask = None
+        device = attention_mask.device
+        (_, src_length) = input_shape
+        if src_length > 1:
+            combined_attention_mask = _make_causal_mask_bloom(input_shape, device=device, past_key_values_length=past_key_values_length)
+            if bidirectional_mask is not None:
+                assert attention_mask.shape == bidirectional_mask.shape
+                expanded_bidirectional_mask = _expand_mask_bloom(bidirectional_mask, tgt_length=src_length)
+                combined_attention_mask = torch.logical_and(combined_attention_mask, expanded_bidirectional_mask)
+        expanded_attn_mask = _expand_mask_bloom(attention_mask, tgt_length=src_length)
+        combined_attention_mask = expanded_attn_mask if combined_attention_mask is None else expanded_attn_mask | combined_attention_mask
+        return combined_attention_mask
+
+    def _build_alibi_tensor(self: BloomModel, batch_size: int, query_length: int, key_length: int, dtype: torch.dtype, device: torch.device) -> torch.Tensor:
+        num_heads = self.config.n_head
+        closest_power_of_2 = 2 ** math.floor(math.log2(num_heads))
+        base = torch.tensor(2 ** (-2 ** (-(math.log2(closest_power_of_2) - 3))), device=device, dtype=torch.float32)
+        powers = torch.arange(1, 1 + closest_power_of_2, device=device, dtype=torch.int32)
+        slopes = torch.pow(base, powers)
+        if closest_power_of_2 != num_heads:
+            extra_base = torch.tensor(2 ** (-2 ** (-(math.log2(2 * closest_power_of_2) - 3))), device=device, dtype=torch.float32)
+            num_remaining_heads = min(closest_power_of_2, num_heads - closest_power_of_2)
+            extra_powers = torch.arange(1, 1 + 2 * num_remaining_heads, 2, device=device, dtype=torch.int32)
+            slopes = torch.cat([slopes, torch.pow(extra_base, extra_powers)], dim=0)
+        qa = torch.arange(query_length, device=device, dtype=torch.int32).view(-1, 1)
+        ka = torch.arange(key_length, device=device, dtype=torch.int32).view(1, -1)
+        diffs = qa - ka + key_length - query_length
+        diffs = -diffs.abs()
+        alibi = slopes.view(1, num_heads, 1, 1) * diffs.view(1, 1, query_length, key_length)
+        alibi = alibi.expand(batch_size, -1, -1, -1).reshape(-1, query_length, key_length)
+        return alibi.to(dtype)
+    KeyValueT = Tuple[torch.Tensor, torch.Tensor]
+
+    def forward(self: BloomModel, input_ids: Optional[torch.LongTensor]=None, past_key_values: Optional[Tuple[KeyValueT, ...]]=None, attention_mask: Optional[torch.Tensor]=None, bidirectional_mask: Optional[torch.Tensor]=None, head_mask: Optional[torch.LongTensor]=None, inputs_embeds: Optional[torch.LongTensor]=None, use_cache: Optional[bool]=None, output_attentions: Optional[bool]=None, output_hidden_states: Optional[bool]=None, return_dict: Optional[bool]=None, **deprecated_arguments) -> Union[Tuple[torch.Tensor, ...], BaseModelOutputWithPastAndCrossAttentions]:
+        if deprecated_arguments.pop('position_ids', False) is not False:
+            warnings.warn('`position_ids` have no functionality in BLOOM and will be removed in v5.0.0. ' + 'You can safely ignore passing `position_ids`.', FutureWarning)
+        if len(deprecated_arguments) > 0:
+            raise ValueError(f'Got unexpected arguments: {deprecated_arguments}')
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        use_cache = use_cache if use_cache is not None else self.config.use_cache
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+        if input_ids is not None and inputs_embeds is not None:
+            raise ValueError('You cannot specify both input_ids and inputs_embeds at the same time')
+        elif input_ids is not None:
+            (batch_size, seq_length) = input_ids.shape
+        elif inputs_embeds is not None:
+            (batch_size, seq_length, _) = inputs_embeds.shape
+        else:
+            raise ValueError('You have to specify either input_ids or inputs_embeds')
+        if past_key_values is None:
+            past_key_values = tuple([None] * len(self.h))
+        head_mask = self.get_head_mask(head_mask, self.config.n_layer)
+        if inputs_embeds is None:
+            inputs_embeds = self.word_embeddings(input_ids)
+        hidden_states = self.word_embeddings_layernorm(inputs_embeds)
+        presents = () if use_cache else None
+        all_self_attentions = () if output_attentions else None
+        all_hidden_states = () if output_hidden_states else None
+        seq_length_with_past = seq_length
+        past_key_values_length = 0
+        if past_key_values[0] is not None:
+            tmp = past_key_values[0][0]
+            past_key_values_length = tmp.shape[2]
+            seq_length_with_past = seq_length_with_past + past_key_values_length
+        if attention_mask is None:
+            attention_mask = torch.ones((batch_size, seq_length_with_past), device=hidden_states.device)
+        else:
+            attention_mask = attention_mask.to(hidden_states.device)
+        alibi = self._build_alibi_tensor(batch_size=batch_size, query_length=seq_length, key_length=seq_length_with_past, dtype=hidden_states.dtype, device=hidden_states.device)
+        causal_mask = self._prepare_attn_mask(attention_mask, bidirectional_mask, input_shape=(batch_size, seq_length), past_key_values_length=past_key_values_length)
+        for (i, (block, layer_past)) in enumerate(zip(self.h, past_key_values)):
+            if output_hidden_states:
+                hst = (hidden_states,)
+                all_hidden_states = all_hidden_states + hst
+            if self.gradient_checkpointing and self.training:
+                if use_cache:
+                    logger.warning('`use_cache=True` is incompatible with gradient checkpointing. Setting `use_cache=False`...')
+                    use_cache = False
+
+                def create_custom_forward(module):
+
+                    def custom_forward(*inputs):
+                        return module(*inputs, use_cache=use_cache, output_attentions=output_attentions)
+                    return custom_forward
+                outputs = torch.utils.checkpoint.checkpoint(create_custom_forward(block), hidden_states, alibi, causal_mask, head_mask[i])
+            else:
+                outputs = block(hidden_states, layer_past=layer_past, attention_mask=causal_mask, head_mask=head_mask[i], use_cache=use_cache, output_attentions=output_attentions, alibi=alibi)
+            hidden_states = outputs[0]
+            if use_cache is True:
+                presents = presents + (outputs[1],)
+            if output_attentions:
+                oa = (outputs[2 if use_cache else 1],)
+                all_self_attentions = all_self_attentions + oa
+        hidden_states = self.ln_f(hidden_states)
+        if output_hidden_states:
+            hst = (hidden_states,)
+            all_hidden_states = all_hidden_states + hst
+        if not return_dict:
+            return tuple((v for v in [hidden_states, presents, all_hidden_states, all_self_attentions] if v is not None))
+        return BaseModelOutputWithPastAndCrossAttentions(last_hidden_state=hidden_states, past_key_values=presents, hidden_states=all_hidden_states, attentions=all_self_attentions)
+    setattr(model.transformer, '_prepare_attn_mask', MethodType(_prepare_attn_mask, model.transformer))
+    setattr(model.transformer, '_build_alibi_tensor', MethodType(_build_alibi_tensor, model.transformer))
+    setattr(model.transformer, 'forward', MethodType(forward, model.transformer))
+    KeyValueT = Tuple[torch.Tensor, torch.Tensor]
+
+    def forward(self: BloomForCausalLM, input_ids: Optional[torch.LongTensor]=None, past_key_values: Optional[Tuple[KeyValueT, ...]]=None, attention_mask: Optional[torch.Tensor]=None, bidirectional_mask: Optional[torch.Tensor]=None, head_mask: Optional[torch.Tensor]=None, inputs_embeds: Optional[torch.Tensor]=None, labels: Optional[torch.Tensor]=None, use_cache: Optional[bool]=None, output_attentions: Optional[bool]=None, output_hidden_states: Optional[bool]=None, return_dict: Optional[bool]=None, **deprecated_arguments) -> Union[Tuple[torch.Tensor], CausalLMOutputWithCrossAttentions]:
+        """Replacement forward method for BloomCausalLM."""
+        if deprecated_arguments.pop('position_ids', False) is not False:
+            warnings.warn('`position_ids` have no functionality in BLOOM and will be removed ' + 'in v5.0.0. You can safely ignore passing `position_ids`.', FutureWarning)
+        if len(deprecated_arguments) > 0:
+            raise ValueError(f'Got unexpected arguments: {deprecated_arguments}')
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+        transformer_outputs = self.transformer(input_ids, past_key_values=past_key_values, attention_mask=attention_mask, bidirectional_mask=bidirectional_mask, head_mask=head_mask, inputs_embeds=inputs_embeds, use_cache=use_cache, output_attentions=output_attentions, output_hidden_states=output_hidden_states, return_dict=return_dict)
+        hidden_states = transformer_outputs[0]
+        lm_logits = self.lm_head(hidden_states)
+        loss = None
+        if labels is not None:
+            shift_logits = lm_logits[..., :-1, :].contiguous()
+            shift_labels = labels[..., 1:].contiguous()
+            (batch_size, seq_length, vocab_size) = shift_logits.shape
+            loss_fct = CrossEntropyLoss()
+            loss = loss_fct(shift_logits.view(batch_size * seq_length, vocab_size), shift_labels.view(batch_size * seq_length))
+        if not return_dict:
+            output = (lm_logits,) + transformer_outputs[1:]
+            return (loss,) + output if loss is not None else output
+        return CausalLMOutputWithCrossAttentions(loss=loss, logits=lm_logits, past_key_values=transformer_outputs.past_key_values, hidden_states=transformer_outputs.hidden_states, attentions=transformer_outputs.attentions)
+
+    def prepare_inputs_for_generation(self: BloomForCausalLM, input_ids: torch.LongTensor, past: Optional[torch.Tensor]=None, attention_mask: Optional[torch.Tensor]=None, **kwargs) -> dict:
+        if past:
+            input_ids = input_ids[:, -1].unsqueeze(-1)
+            bidirectional_mask = None
+            if past[0][0].shape[0] == input_ids.shape[0]:
+                past = self._convert_to_bloom_cache(past)
+        else:
+            bidirectional_mask = torch.ones_like(input_ids)
+        return {'input_ids': input_ids, 'past_key_values': past, 'use_cache': True, 'attention_mask': attention_mask, 'bidirectional_mask': bidirectional_mask}
+    setattr(model, 'forward', MethodType(forward, model))
+    setattr(model, 'prepare_inputs_for_generation', MethodType(prepare_inputs_for_generation, model))
+    setattr(model, '_prefix_lm_converted', True)
+    return model
+
+def _convert_opt_causal_lm_to_prefix_lm(model: OPTForCausalLM) -> OPTForCausalLM:
+    """Converts an OPT Causal LM to a Prefix LM.
+
+    Supported HuggingFace model classes:
+        - `OPTForCausalLM`
+
+    See `convert_hf_causal_lm_to_prefix_lm` for more details.
+    """
+    if hasattr(model, '_prefix_lm_converted'):
+        return model
+    assert isinstance(model, OPTForCausalLM)
+    assert model.config.add_cross_attention == False, 'Only supports OPT decoder-only models'
+    setattr(model, '_original_forward', getattr(model, 'forward'))
+    setattr(model, '_original_generate', getattr(model, 'generate'))
+    model.model.decoder.bidirectional_mask = None
+
+    def _prepare_decoder_attention_mask(self, attention_mask, input_shape, inputs_embeds, past_key_values_length):
+        combined_attention_mask = None
+        if input_shape[-1] > 1:
+            if self.bidirectional_mask == 'g':
+                (bsz, src_length) = input_shape
+                combined_attention_mask = torch.zeros((bsz, 1, src_length, src_length + past_key_values_length), dtype=inputs_embeds.dtype, device=inputs_embeds.device)
+            else:
+                combined_attention_mask = _make_causal_mask_opt(input_shape, inputs_embeds.dtype, past_key_values_length=past_key_values_length).to(inputs_embeds.device)
+                if self.bidirectional_mask is not None:
+                    assert attention_mask.shape == self.bidirectional_mask.shape
+                    expanded_bidirectional_mask = _expand_mask_opt(self.bidirectional_mask, inputs_embeds.dtype, tgt_len=input_shape[-1]).to(inputs_embeds.device)
+                    combined_attention_mask = torch.maximum(expanded_bidirectional_mask, combined_attention_mask)
+        if attention_mask is not None:
+            expanded_attn_mask = _expand_mask_opt(attention_mask, inputs_embeds.dtype, tgt_len=input_shape[-1]).to(inputs_embeds.device)
+            combined_attention_mask = expanded_attn_mask if combined_attention_mask is None else expanded_attn_mask + combined_attention_mask
+        return combined_attention_mask
+    setattr(model.model.decoder, '_prepare_decoder_attention_mask', MethodType(_prepare_decoder_attention_mask, model.model.decoder))
+
+    def forward(self: OPTForCausalLM, input_ids: Optional[torch.LongTensor]=None, attention_mask: Optional[torch.Tensor]=None, bidirectional_mask: Optional[torch.ByteTensor]=None, head_mask: Optional[torch.Tensor]=None, past_key_values: Optional[List[torch.FloatTensor]]=None, inputs_embeds: Optional[torch.FloatTensor]=None, labels: Optional[torch.LongTensor]=None, use_cache: Optional[bool]=None, output_attentions: Optional[bool]=None, output_hidden_states: Optional[bool]=None, return_dict: Optional[bool]=None):
+
+        def call_og_forward():
+            return self._original_forward(input_ids=input_ids, attention_mask=attention_mask, head_mask=head_mask, past_key_values=past_key_values, inputs_embeds=inputs_embeds, labels=labels, use_cache=use_cache, output_attentions=output_attentions, output_hidden_states=output_hidden_states, return_dict=return_dict)
+        if bidirectional_mask is None:
+            return call_og_forward()
+        self.model.decoder.bidirectional_mask = bidirectional_mask
+        try:
+            outputs = call_og_forward()
+        except:
+            self.model.decoder.bidirectional_mask = None
+            raise
+        self.model.decoder.bidirectional_mask = None
+        return outputs
+
+    def generate(self: OPTForCausalLM, *args: tuple, **kwargs: Dict[str, Any]):
+        """Wraps original generate to enable PrefixLM-style attention."""
+        self.model.decoder.bidirectional_mask = 'g'
+        try:
+            output = self._original_generate(*args, **kwargs)
+        except:
+            self.model.decoder.bidirectional_mask = None
+            raise
+        self.model.decoder.bidirectional_mask = None
+        return output
+    setattr(model, 'forward', MethodType(forward, model))
+    setattr(model, 'generate', MethodType(generate, model))
+    setattr(model, '_prefix_lm_converted', True)
+    return model
+_SUPPORTED_HF_MODELS = _SUPPORTED_GPT_MODELS + (BloomForCausalLM, OPTForCausalLM)
+CAUSAL_LM_TYPES = Union[GPT2LMHeadModel, GPTJForCausalLM, GPTNeoForCausalLM, GPTNeoXForCausalLM, BloomForCausalLM, OPTForCausalLM]
+
+def convert_hf_causal_lm_to_prefix_lm(model: CAUSAL_LM_TYPES) -> CAUSAL_LM_TYPES:
+    """Converts a HuggingFace Causal LM to a Prefix LM.
+
+    Supported HuggingFace model classes:
+        - `GPT2LMHeadModel`
+        - `GPTNeoForCausalLM`
+        - `GPTNeoXForCausalLM`
+        - `GPTJForCausalLM`
+        - `BloomForCausalLM`
+        - `OPTForCausalLM`
+
+    Conversion to a Prefix LM is done by modifying the `forward` method, and possibly also the
+    `generate` method and/or select underlying methods depending on the model class.
+
+    These changes preserve the model API, but add a new input to `forward`: "bidirectional_mask".
+
+    Notes on training:
+        To actually train the converted model as a Prefix LM, training batches will need to indicate
+        the prefix/target structure by including `bidirectional_mask` as part of the batch inputs.
+
+        **This is not a standard input and requires custom layers either within or after your dataloader.**
+
+        In addition to adding `bidirectional_mask` to the batch, this custom code should modify `labels`
+        such that `batch['labels'][batch['bidirectional_mask'] == 1] == -100`.
+        That is, the prefix portion of the sequence should not generate any loss. Loss should only be
+        generated by the target portion of the sequence.
+
+    Notes on `GPTNeoForCausalLM`:
+        To simplify the implementation, "global" and "local" attention layers are handled differently.
+        For "global" layers, we handle conversion as described above. For "local" layers, which use a
+        causal attention mask within a restricted local window, we do not alter the masking.
+
+    Notes on `forward` method conversion:
+        After conversion, the `forward` method will handle a new input, `bidirectional_mask`,
+        which should be a [batch_size, seq_length] byte tensor, where 1 indicates token positions
+        belonging to the prefix (prefix tokens can attend to one another bidirectionally), and
+        0 indicates token positions belonging to the target.
+
+        The new `forward` method will incorporate `bidirectional_mask` (if supplied) into the existing
+        causal mask, call the original `forward` method, and (if the causal mask is a buffer) reset
+        the causal masks before returning the result.
+
+    Notes on `generate` method conversion:
+        After conversion, the `generate` method will have the same signature but will internally
+        convert all causal masks to be purely bidirectional, call the original `generate` method, and
+        (where appropriate) reset the causal masks before returning the result.
+
+        This works thanks to the logic of the HuggingFace `generate` API, which first encodes the token
+        "prompt" passed to `generate` (which is treated as the prefix) and then sequentially generates
+        each new token. Encodings are cached as generation happens, so all prefix tokens can attend to one
+        another (as expected in a Prefix LM) and generated tokens can only attend to prefix tokens and
+        previously-generated tokens (also as expected in a Prefix LM).
+
+    To preserve the API, the original methods are renamed to `_original_forward` and
+    `_original_generate`, and replaced with new `forward` and `generate` methods that wrap
+    them, respectively. Although implementation details vary by model class.
+    """
+    if isinstance(model, _SUPPORTED_GPT_MODELS):
+        return _convert_gpt_causal_lm_to_prefix_lm(model)
+    elif isinstance(model, BloomForCausalLM):
+        return _convert_bloom_causal_lm_to_prefix_lm(model)
+    elif isinstance(model, OPTForCausalLM):
+        return _convert_opt_causal_lm_to_prefix_lm(model)
+    else:
+        raise TypeError(f'Cannot convert model to Prefix LM. ' + f'Model does not belong to set of supported HF models:' + f'\n{_SUPPORTED_HF_MODELS}')
+
+def add_bidirectional_mask_if_missing(batch: Dict[str, Any]):
+    """Attempts to add bidirectional_mask to batch if missing.
+
+    Raises:
+        KeyError if bidirectional_mask is missing and can't be inferred
+    """
+    if 'bidirectional_mask' not in batch:
+        if batch.get('mode', None) == 'icl_task':
+            batch['bidirectional_mask'] = batch['attention_mask'].clone()
+            for (i, continuation_indices) in enumerate(batch['continuation_indices']):
+                batch['bidirectional_mask'][i, continuation_indices] = 0
+        elif 'labels' in batch and 'attention_mask' in batch:
+            batch['bidirectional_mask'] = torch.logical_and(torch.eq(batch['attention_mask'], 1), torch.eq(batch['labels'], -100)).type_as(batch['attention_mask'])
+        else:
+            raise KeyError('No bidirectional_mask in batch and not sure how to construct one.')
\ No newline at end of file
diff --git a/llava/model/language_model/mpt/meta_init_context.py b/llava/model/language_model/mpt/meta_init_context.py
new file mode 100644
index 0000000000000000000000000000000000000000..6cba6fff0fe21fe222c7ab38eae44a9784c0be9c
--- /dev/null
+++ b/llava/model/language_model/mpt/meta_init_context.py
@@ -0,0 +1,94 @@
+from contextlib import contextmanager
+import torch
+import torch.nn as nn
+
+@contextmanager
+def init_empty_weights(include_buffers: bool=False):
+    """Meta initialization context manager.
+
+    A context manager under which models are initialized with all parameters
+    on the meta device, therefore creating an empty model. Useful when just
+    initializing the model would blow the available RAM.
+
+    Args:
+        include_buffers (`bool`, *optional*, defaults to `False`): Whether or
+            not to also put all buffers on the meta device while initializing.
+
+    Example:
+    ```python
+    import torch.nn as nn
+
+    # Initialize a model with 100 billions parameters in no time and without using any RAM.
+    with init_empty_weights():
+        tst = nn.Sequential(*[nn.Linear(10000, 10000) for _ in range(1000)])
+    ```
+
+    <Tip warning={true}>
+
+    Any model created under this context manager has no weights. As such you can't do something like
+    `model.to(some_device)` with it. To load weights inside your empty model, see [`load_checkpoint_and_dispatch`].
+
+    </Tip>
+    """
+    with init_on_device(torch.device('meta'), include_buffers=include_buffers) as f:
+        yield f
+
+@contextmanager
+def init_on_device(device: torch.device, include_buffers: bool=False):
+    """Device initialization context manager.
+
+    A context manager under which models are initialized with all parameters
+    on the specified device.
+
+    Args:
+        device (`torch.device`): Device to initialize all parameters on.
+        include_buffers (`bool`, *optional*, defaults to `False`): Whether or
+            not to also put all buffers on the meta device while initializing.
+
+    Example:
+    ```python
+    import torch.nn as nn
+
+    with init_on_device(device=torch.device("cuda")):
+        tst = nn.Liner(100, 100)  # on `cuda` device
+    ```
+    """
+    old_register_parameter = nn.Module.register_parameter
+    if include_buffers:
+        old_register_buffer = nn.Module.register_buffer
+
+    def register_empty_parameter(module, name, param):
+        old_register_parameter(module, name, param)
+        if param is not None:
+            param_cls = type(module._parameters[name])
+            kwargs = module._parameters[name].__dict__
+            module._parameters[name] = param_cls(module._parameters[name].to(device), **kwargs)
+
+    def register_empty_buffer(module, name, buffer):
+        old_register_buffer(module, name, buffer)
+        if buffer is not None:
+            module._buffers[name] = module._buffers[name].to(device)
+    if include_buffers:
+        tensor_constructors_to_patch = {torch_function_name: getattr(torch, torch_function_name) for torch_function_name in ['empty', 'zeros', 'ones', 'full']}
+    else:
+        tensor_constructors_to_patch = {}
+
+    def patch_tensor_constructor(fn):
+
+        def wrapper(*args, **kwargs):
+            kwargs['device'] = device
+            return fn(*args, **kwargs)
+        return wrapper
+    try:
+        nn.Module.register_parameter = register_empty_parameter
+        if include_buffers:
+            nn.Module.register_buffer = register_empty_buffer
+        for torch_function_name in tensor_constructors_to_patch.keys():
+            setattr(torch, torch_function_name, patch_tensor_constructor(getattr(torch, torch_function_name)))
+        yield
+    finally:
+        nn.Module.register_parameter = old_register_parameter
+        if include_buffers:
+            nn.Module.register_buffer = old_register_buffer
+        for (torch_function_name, old_torch_function) in tensor_constructors_to_patch.items():
+            setattr(torch, torch_function_name, old_torch_function)
\ No newline at end of file
diff --git a/llava/model/language_model/mpt/modeling_mpt.py b/llava/model/language_model/mpt/modeling_mpt.py
new file mode 100644
index 0000000000000000000000000000000000000000..13313441b13fc7a66cb65fd21b482a5de982e2c8
--- /dev/null
+++ b/llava/model/language_model/mpt/modeling_mpt.py
@@ -0,0 +1,331 @@
+"""A simple, flexible implementation of a GPT model.
+
+Inspired by https://github.com/karpathy/minGPT/blob/master/mingpt/model.py
+"""
+import math
+import warnings
+from typing import List, Optional, Tuple, Union
+import torch
+import torch.nn as nn
+import torch.nn.functional as F
+from transformers import PreTrainedModel, PreTrainedTokenizer, PreTrainedTokenizerFast
+from transformers.modeling_outputs import BaseModelOutputWithPast, CausalLMOutputWithPast
+from .attention import attn_bias_shape, build_attn_bias
+from .blocks import MPTBlock
+from .custom_embedding import SharedEmbedding
+from .norm import NORM_CLASS_REGISTRY
+from .configuration_mpt import MPTConfig
+from .adapt_tokenizer import AutoTokenizerForMOD, adapt_tokenizer_for_denoising
+from .hf_prefixlm_converter import add_bidirectional_mask_if_missing, convert_hf_causal_lm_to_prefix_lm
+from .meta_init_context import init_empty_weights
+from .param_init_fns import MODEL_INIT_REGISTRY, generic_param_init_fn_
+try:
+    from .flash_attn_triton import flash_attn_func
+except:
+    pass
+Tokenizer = Union[PreTrainedTokenizer, PreTrainedTokenizerFast]
+
+class MPTPreTrainedModel(PreTrainedModel):
+    config_class = MPTConfig
+    base_model_prefix = 'model'
+    _no_split_modules = ['MPTBlock']
+
+class MPTModel(MPTPreTrainedModel):
+
+    def __init__(self, config: MPTConfig):
+        config._validate_config()
+        super().__init__(config)
+        self.attn_impl = config.attn_config['attn_impl']
+        self.prefix_lm = config.attn_config['prefix_lm']
+        self.attn_uses_sequence_id = config.attn_config['attn_uses_sequence_id']
+        self.alibi = config.attn_config['alibi']
+        self.alibi_bias_max = config.attn_config['alibi_bias_max']
+        if config.init_device == 'mixed':
+            if dist.get_local_rank() == 0:
+                config.init_device = 'cpu'
+            else:
+                config.init_device = 'meta'
+        if config.norm_type.lower() not in NORM_CLASS_REGISTRY.keys():
+            norm_options = ' | '.join(NORM_CLASS_REGISTRY.keys())
+            raise NotImplementedError(f'Requested norm type ({config.norm_type}) is not implemented within this repo (Options: {norm_options}).')
+        norm_class = NORM_CLASS_REGISTRY[config.norm_type.lower()]
+        self.embedding_fraction = config.embedding_fraction
+        self.wte = SharedEmbedding(config.vocab_size, config.d_model, device=config.init_device)
+        if not self.alibi:
+            self.wpe = torch.nn.Embedding(config.max_seq_len, config.d_model, device=config.init_device)
+        self.emb_drop = nn.Dropout(config.emb_pdrop)
+        self.blocks = nn.ModuleList([MPTBlock(device=config.init_device, **config.to_dict()) for _ in range(config.n_layers)])
+        self.norm_f = norm_class(config.d_model, device=config.init_device)
+        if config.init_device != 'meta':
+            print(f'You are using config.init_device={config.init_device!r}, but you can also use config.init_device="meta" with Composer + FSDP for fast initialization.')
+            self.apply(self.param_init_fn)
+        self.is_causal = not self.prefix_lm
+        self._attn_bias_initialized = False
+        self.attn_bias = None
+        self.attn_bias_shape = attn_bias_shape(self.attn_impl, config.n_heads, config.max_seq_len, self.alibi, prefix_lm=self.prefix_lm, causal=self.is_causal, use_sequence_id=self.attn_uses_sequence_id)
+        if config.no_bias:
+            for module in self.modules():
+                if hasattr(module, 'bias') and isinstance(module.bias, nn.Parameter):
+                    if config.verbose:
+                        warnings.warn(f'Removing bias ({module.bias}) from {module}.')
+                    module.register_parameter('bias', None)
+        if config.verbose and config.verbose > 2:
+            print(self)
+        if 'verbose' not in self.config.init_config:
+            self.config.init_config['verbose'] = self.config.verbose
+        if self.config.init_config['verbose'] > 1:
+            init_fn_name = self.config.init_config['name']
+            warnings.warn(f'Using {init_fn_name} initialization.')
+        self.gradient_checkpointing = False
+
+    def get_input_embeddings(self):
+        return self.wte
+
+    def set_input_embeddings(self, value):
+        self.wte = value
+
+    @torch.no_grad()
+    def _attn_bias(self, device, dtype, attention_mask: Optional[torch.ByteTensor]=None, prefix_mask: Optional[torch.ByteTensor]=None, sequence_id: Optional[torch.LongTensor]=None):
+        if not self._attn_bias_initialized:
+            if self.attn_bias_shape:
+                self.attn_bias = torch.zeros(self.attn_bias_shape, device=device, dtype=dtype)
+                self.attn_bias = build_attn_bias(self.attn_impl, self.attn_bias, self.config.n_heads, self.config.max_seq_len, causal=self.is_causal, alibi=self.alibi, alibi_bias_max=self.alibi_bias_max)
+            self._attn_bias_initialized = True
+        if self.attn_impl == 'flash':
+            return (self.attn_bias, attention_mask)
+        if self.attn_bias is not None:
+            self.attn_bias = self.attn_bias.to(dtype=dtype, device=device)
+        attn_bias = self.attn_bias
+        if self.prefix_lm:
+            assert isinstance(attn_bias, torch.Tensor)
+            assert isinstance(prefix_mask, torch.Tensor)
+            attn_bias = self._apply_prefix_mask(attn_bias, prefix_mask)
+        if self.attn_uses_sequence_id and sequence_id is not None:
+            assert isinstance(attn_bias, torch.Tensor)
+            attn_bias = self._apply_sequence_id(attn_bias, sequence_id)
+        if attention_mask is not None:
+            s_k = attention_mask.shape[-1]
+            if attn_bias is None:
+                attn_bias = torch.zeros((1, 1, 1, s_k), device=device, dtype=dtype)
+            else:
+                _s_k = max(0, attn_bias.size(-1) - s_k)
+                attn_bias = attn_bias[:, :, :, _s_k:]
+            if prefix_mask is not None and attention_mask.shape != prefix_mask.shape:
+                raise ValueError(f'attention_mask shape={attention_mask.shape} ' + f'and prefix_mask shape={prefix_mask.shape} are not equal.')
+            min_val = torch.finfo(attn_bias.dtype).min
+            attn_bias = attn_bias.masked_fill(~attention_mask.view(-1, 1, 1, s_k), min_val)
+        return (attn_bias, None)
+
+    def _apply_prefix_mask(self, attn_bias: torch.Tensor, prefix_mask: torch.Tensor):
+        (s_k, s_q) = attn_bias.shape[-2:]
+        if s_k != self.config.max_seq_len or s_q != self.config.max_seq_len:
+            raise ValueError('attn_bias does not match the expected shape. ' + f'The last two dimensions should both be {self.config.max_length} ' + f'but are {s_k} and {s_q}.')
+        seq_len = prefix_mask.shape[-1]
+        if seq_len > self.config.max_seq_len:
+            raise ValueError(f'prefix_mask sequence length cannot exceed max_seq_len={self.config.max_seq_len}')
+        attn_bias = attn_bias[..., :seq_len, :seq_len]
+        causal = torch.tril(torch.ones((seq_len, seq_len), dtype=torch.bool, device=prefix_mask.device)).view(1, 1, seq_len, seq_len)
+        prefix = prefix_mask.view(-1, 1, 1, seq_len)
+        cannot_attend = ~torch.logical_or(causal, prefix.bool())
+        min_val = torch.finfo(attn_bias.dtype).min
+        attn_bias = attn_bias.masked_fill(cannot_attend, min_val)
+        return attn_bias
+
+    def _apply_sequence_id(self, attn_bias: torch.Tensor, sequence_id: torch.LongTensor):
+        seq_len = sequence_id.shape[-1]
+        if seq_len > self.config.max_seq_len:
+            raise ValueError(f'sequence_id sequence length cannot exceed max_seq_len={self.config.max_seq_len}')
+        attn_bias = attn_bias[..., :seq_len, :seq_len]
+        cannot_attend = torch.logical_not(torch.eq(sequence_id.view(-1, seq_len, 1), sequence_id.view(-1, 1, seq_len))).unsqueeze(1)
+        min_val = torch.finfo(attn_bias.dtype).min
+        attn_bias = attn_bias.masked_fill(cannot_attend, min_val)
+        return attn_bias
+
+    def forward(self, input_ids: torch.LongTensor, past_key_values: Optional[List[Tuple[torch.FloatTensor]]]=None, attention_mask: Optional[torch.ByteTensor]=None, prefix_mask: Optional[torch.ByteTensor]=None, sequence_id: Optional[torch.LongTensor]=None, return_dict: Optional[bool]=None, output_attentions: Optional[bool]=None, output_hidden_states: Optional[bool]=None, use_cache: Optional[bool]=None, inputs_embeds: Optional[torch.Tensor]=None):
+        return_dict = return_dict if return_dict is not None else self.config.return_dict
+        use_cache = use_cache if use_cache is not None else self.config.use_cache
+        if attention_mask is not None:
+            attention_mask = attention_mask.bool()
+        if prefix_mask is not None:
+            prefix_mask = prefix_mask.bool()
+        if not return_dict:
+            raise NotImplementedError('return_dict False is not implemented yet for MPT')
+        if output_attentions:
+            if self.attn_impl != 'torch':
+                raise NotImplementedError('output_attentions is not implemented for MPT when using attn_impl `flash` or `triton`.')
+        if attention_mask is not None and attention_mask[:, 0].sum() != attention_mask.shape[0] and self.training:
+            raise NotImplementedError('MPT does not support training with left padding.')
+        if self.prefix_lm and prefix_mask is None:
+            raise ValueError('prefix_mask is a required argument when MPT is configured with prefix_lm=True.')
+        if self.training:
+            if self.attn_uses_sequence_id and sequence_id is None:
+                raise ValueError('sequence_id is a required argument when MPT is configured with attn_uses_sequence_id=True ' + 'and the model is in train mode.')
+            elif self.attn_uses_sequence_id is False and sequence_id is not None:
+                warnings.warn('MPT received non-None input for `sequence_id` but is configured with attn_uses_sequence_id=False. ' + 'This input will be ignored. If you want the model to use `sequence_id`, set attn_uses_sequence_id to True.')
+        if input_ids is not None:
+            S = input_ids.size(1)
+            assert S <= self.config.max_seq_len, f'Cannot forward input with seq_len={S}, this model only supports seq_len<={self.config.max_seq_len}'
+            tok_emb = self.wte(input_ids)
+        else:
+            assert inputs_embeds is not None
+            assert self.alibi, 'inputs_embeds is not implemented for MPT unless for alibi.'
+            S = inputs_embeds.size(1)
+            tok_emb = inputs_embeds
+        if self.alibi:
+            x = tok_emb
+        else:
+            past_position = 0
+            if past_key_values is not None:
+                if len(past_key_values) != self.config.n_layers:
+                    raise ValueError(f'past_key_values must provide a past_key_value for each attention ' + f'layer in the network (len(past_key_values)={len(past_key_values)!r}; self.config.n_layers={self.config.n_layers!r}).')
+                past_position = past_key_values[0][0].size(1)
+                if self.attn_impl == 'torch':
+                    past_position = past_key_values[0][0].size(3)
+            if S + past_position > self.config.max_seq_len:
+                raise ValueError(f'Cannot forward input with past sequence length {past_position} and current sequence length {S + 1}, this model only supports total sequence length <= {self.config.max_seq_len}.')
+            pos = torch.arange(past_position, S + past_position, dtype=torch.long, device=input_ids.device).unsqueeze(0)
+            if attention_mask is not None:
+                pos = torch.clamp(pos - torch.cumsum((~attention_mask).to(torch.int32), dim=1)[:, past_position:], min=0)
+            pos_emb = self.wpe(pos)
+            x = tok_emb + pos_emb
+        if self.embedding_fraction == 1:
+            x = self.emb_drop(x)
+        else:
+            x_shrunk = x * self.embedding_fraction + x.detach() * (1 - self.embedding_fraction)
+            assert isinstance(self.emb_drop, nn.Module)
+            x = self.emb_drop(x_shrunk)
+        (attn_bias, attention_mask) = self._attn_bias(device=x.device, dtype=torch.float32, attention_mask=attention_mask, prefix_mask=prefix_mask, sequence_id=sequence_id)
+        if use_cache and past_key_values is None:
+            past_key_values = [() for _ in range(self.config.n_layers)]
+        all_hidden_states = () if output_hidden_states else None
+        all_self_attns = () if output_attentions else None
+        for (b_idx, block) in enumerate(self.blocks):
+            if output_hidden_states:
+                assert all_hidden_states is not None
+                all_hidden_states = all_hidden_states + (x,)
+            past_key_value = past_key_values[b_idx] if past_key_values is not None else None
+            if self.gradient_checkpointing and self.training:
+                (x, attn_weights, past_key_value) = torch.utils.checkpoint.checkpoint(block, x, past_key_value, attn_bias, attention_mask, self.is_causal)
+            else:
+                (x, attn_weights, past_key_value) = block(x, past_key_value=past_key_value, attn_bias=attn_bias, attention_mask=attention_mask, is_causal=self.is_causal)
+            if past_key_values is not None:
+                past_key_values[b_idx] = past_key_value
+            if output_attentions:
+                assert all_self_attns is not None
+                all_self_attns = all_self_attns + (attn_weights,)
+        x = self.norm_f(x)
+        if output_hidden_states:
+            assert all_hidden_states is not None
+            all_hidden_states = all_hidden_states + (x,)
+        return BaseModelOutputWithPast(last_hidden_state=x, past_key_values=past_key_values, hidden_states=all_hidden_states, attentions=all_self_attns)
+
+    def param_init_fn(self, module):
+        init_fn_name = self.config.init_config['name']
+        MODEL_INIT_REGISTRY[init_fn_name](module=module, n_layers=self.config.n_layers, d_model=self.config.d_model, **self.config.init_config)
+
+    def fsdp_wrap_fn(self, module):
+        return isinstance(module, MPTBlock)
+
+    def activation_checkpointing_fn(self, module):
+        return isinstance(module, MPTBlock)
+
+class MPTForCausalLM(MPTPreTrainedModel):
+
+    def __init__(self, config: MPTConfig):
+        super().__init__(config)
+        if not config.tie_word_embeddings:
+            raise ValueError('MPTForCausalLM only supports tied word embeddings')
+        print(f'Instantiating an MPTForCausalLM model from {__file__}')
+        self.transformer = MPTModel(config)
+        for child in self.transformer.children():
+            if isinstance(child, torch.nn.ModuleList):
+                continue
+            if isinstance(child, torch.nn.Module):
+                child._fsdp_wrap = True
+        self.logit_scale = None
+        if config.logit_scale is not None:
+            logit_scale = config.logit_scale
+            if isinstance(logit_scale, str):
+                if logit_scale == 'inv_sqrt_d_model':
+                    logit_scale = 1 / math.sqrt(config.d_model)
+                else:
+                    raise ValueError(f"logit_scale={logit_scale!r} is not recognized as an option; use numeric value or 'inv_sqrt_d_model'.")
+            self.logit_scale = logit_scale
+
+    def get_input_embeddings(self):
+        return self.transformer.wte
+
+    def set_input_embeddings(self, value):
+        self.transformer.wte = value
+
+    def get_output_embeddings(self):
+        return self.transformer.wte
+
+    def set_output_embeddings(self, new_embeddings):
+        self.transformer.wte = new_embeddings
+
+    def set_decoder(self, decoder):
+        self.transformer = decoder
+
+    def get_decoder(self):
+        return self.transformer
+
+    def forward(self, input_ids: torch.LongTensor, past_key_values: Optional[List[Tuple[torch.FloatTensor]]]=None, attention_mask: Optional[torch.ByteTensor]=None, prefix_mask: Optional[torch.ByteTensor]=None, sequence_id: Optional[torch.LongTensor]=None, labels: Optional[torch.LongTensor]=None, return_dict: Optional[bool]=None, output_attentions: Optional[bool]=None, output_hidden_states: Optional[bool]=None, use_cache: Optional[bool]=None, inputs_embeds: Optional[torch.FloatTensor]=None):
+        return_dict = return_dict if return_dict is not None else self.config.return_dict
+        use_cache = use_cache if use_cache is not None else self.config.use_cache
+        if inputs_embeds is not None:
+            raise NotImplementedError('inputs_embeds has to be None (for hf/peft support).')
+        outputs = self.transformer(input_ids=input_ids, past_key_values=past_key_values, attention_mask=attention_mask, prefix_mask=prefix_mask, sequence_id=sequence_id, return_dict=return_dict, output_attentions=output_attentions, output_hidden_states=output_hidden_states, use_cache=use_cache)
+        logits = self.transformer.wte(outputs.last_hidden_state.to(self.transformer.wte.weight.device), True)
+        if self.logit_scale is not None:
+            if self.logit_scale == 0:
+                warnings.warn(f'Multiplying logits by self.logit_scale={self.logit_scale!r}. This will produce uniform (uninformative) outputs.')
+            logits *= self.logit_scale
+        loss = None
+        if labels is not None:
+            labels = torch.roll(labels, shifts=-1)
+            labels[:, -1] = -100
+            loss = F.cross_entropy(logits.view(-1, logits.size(-1)), labels.to(logits.device).view(-1))
+        return CausalLMOutputWithPast(loss=loss, logits=logits, past_key_values=outputs.past_key_values, hidden_states=outputs.hidden_states, attentions=outputs.attentions)
+
+    def param_init_fn(self, module):
+        init_fn_name = self.config.init_config['name']
+        MODEL_INIT_REGISTRY[init_fn_name](module=module, n_layers=self.config.n_layers, d_model=self.config.d_model, **self.config.init_config)
+
+    def fsdp_wrap_fn(self, module):
+        return isinstance(module, MPTBlock)
+
+    def activation_checkpointing_fn(self, module):
+        return isinstance(module, MPTBlock)
+
+    def prepare_inputs_for_generation(self, input_ids, past_key_values=None, inputs_embeds=None, **kwargs):
+        if inputs_embeds is not None:
+            raise NotImplementedError('inputs_embeds is not implemented for MPT yet')
+        attention_mask = kwargs['attention_mask'].bool()
+        if attention_mask[:, -1].sum() != attention_mask.shape[0]:
+            raise NotImplementedError('MPT does not support generation with right padding.')
+        if self.transformer.attn_uses_sequence_id and self.training:
+            sequence_id = torch.zeros_like(input_ids[:1])
+        else:
+            sequence_id = None
+        if past_key_values is not None:
+            input_ids = input_ids[:, -1].unsqueeze(-1)
+        if self.transformer.prefix_lm:
+            prefix_mask = torch.ones_like(attention_mask)
+            if kwargs.get('use_cache') == False:
+                raise NotImplementedError('MPT with prefix_lm=True does not support use_cache=False.')
+        else:
+            prefix_mask = None
+        return {'input_ids': input_ids, 'attention_mask': attention_mask, 'prefix_mask': prefix_mask, 'sequence_id': sequence_id, 'past_key_values': past_key_values, 'use_cache': kwargs.get('use_cache', True)}
+
+    @staticmethod
+    def _reorder_cache(past_key_values, beam_idx):
+        """Used by HuggingFace generate when using beam search with kv-caching.
+
+        See https://github.com/huggingface/transformers/blob/3ec7a47664ebe40c40f4b722f6bb1cd30c3821ec/src/transformers/models/gpt2/modeling_gpt2.py#L1122-L1133
+        for an example in transformers.
+        """
+        reordered_past = []
+        for layer_past in past_key_values:
+            reordered_past += [tuple((past_state.index_select(0, beam_idx) for past_state in layer_past))]
+        return reordered_past
\ No newline at end of file
diff --git a/llava/model/language_model/mpt/norm.py b/llava/model/language_model/mpt/norm.py
new file mode 100644
index 0000000000000000000000000000000000000000..067b6140fae546e5cb49cb2b1e4e6af660ced60d
--- /dev/null
+++ b/llava/model/language_model/mpt/norm.py
@@ -0,0 +1,56 @@
+import torch
+
+def _cast_if_autocast_enabled(tensor):
+    if torch.is_autocast_enabled():
+        if tensor.device.type == 'cuda':
+            dtype = torch.get_autocast_gpu_dtype()
+        elif tensor.device.type == 'cpu':
+            dtype = torch.get_autocast_cpu_dtype()
+        else:
+            raise NotImplementedError()
+        return tensor.to(dtype=dtype)
+    return tensor
+
+class LPLayerNorm(torch.nn.LayerNorm):
+
+    def __init__(self, normalized_shape, eps=1e-05, elementwise_affine=True, device=None, dtype=None):
+        super().__init__(normalized_shape=normalized_shape, eps=eps, elementwise_affine=elementwise_affine, device=device, dtype=dtype)
+
+    def forward(self, x):
+        module_device = x.device
+        downcast_x = _cast_if_autocast_enabled(x)
+        downcast_weight = _cast_if_autocast_enabled(self.weight) if self.weight is not None else self.weight
+        downcast_bias = _cast_if_autocast_enabled(self.bias) if self.bias is not None else self.bias
+        with torch.autocast(enabled=False, device_type=module_device.type):
+            return torch.nn.functional.layer_norm(downcast_x, self.normalized_shape, downcast_weight, downcast_bias, self.eps)
+
+def rms_norm(x, weight=None, eps=1e-05):
+    output = x * torch.rsqrt(x.pow(2).mean(-1, keepdim=True) + eps)
+    if weight is not None:
+        return output * weight
+    return output
+
+class RMSNorm(torch.nn.Module):
+
+    def __init__(self, normalized_shape, eps=1e-05, weight=True, dtype=None, device=None):
+        super().__init__()
+        self.eps = eps
+        if weight:
+            self.weight = torch.nn.Parameter(torch.ones(normalized_shape, dtype=dtype, device=device))
+        else:
+            self.register_parameter('weight', None)
+
+    def forward(self, x):
+        return rms_norm(x.float(), self.weight, self.eps).to(dtype=x.dtype)
+
+class LPRMSNorm(RMSNorm):
+
+    def __init__(self, normalized_shape, eps=1e-05, weight=True, dtype=None, device=None):
+        super().__init__(normalized_shape=normalized_shape, eps=eps, weight=weight, dtype=dtype, device=device)
+
+    def forward(self, x):
+        downcast_x = _cast_if_autocast_enabled(x)
+        downcast_weight = _cast_if_autocast_enabled(self.weight) if self.weight is not None else self.weight
+        with torch.autocast(enabled=False, device_type=x.device.type):
+            return rms_norm(downcast_x, downcast_weight, self.eps).to(dtype=x.dtype)
+NORM_CLASS_REGISTRY = {'layernorm': torch.nn.LayerNorm, 'low_precision_layernorm': LPLayerNorm, 'rmsnorm': RMSNorm, 'low_precision_rmsnorm': LPRMSNorm}
\ No newline at end of file
diff --git a/llava/model/language_model/mpt/param_init_fns.py b/llava/model/language_model/mpt/param_init_fns.py
new file mode 100644
index 0000000000000000000000000000000000000000..418b83ca2363288046f4b48b1d706c5607341fb5
--- /dev/null
+++ b/llava/model/language_model/mpt/param_init_fns.py
@@ -0,0 +1,181 @@
+import math
+import warnings
+from collections.abc import Sequence
+from functools import partial
+from typing import Optional, Tuple, Union
+import torch
+from torch import nn
+from .norm import NORM_CLASS_REGISTRY
+
+def torch_default_param_init_fn_(module: nn.Module, verbose: int=0, **kwargs):
+    del kwargs
+    if verbose > 1:
+        warnings.warn(f"Initializing network using module's reset_parameters attribute")
+    if hasattr(module, 'reset_parameters'):
+        module.reset_parameters()
+
+def fused_init_helper_(module: nn.Module, init_fn_):
+    _fused = getattr(module, '_fused', None)
+    if _fused is None:
+        raise RuntimeError(f'Internal logic error')
+    (dim, splits) = _fused
+    splits = (0, *splits, module.weight.size(dim))
+    for (s, e) in zip(splits[:-1], splits[1:]):
+        slice_indices = [slice(None)] * module.weight.ndim
+        slice_indices[dim] = slice(s, e)
+        init_fn_(module.weight[slice_indices])
+
+def generic_param_init_fn_(module: nn.Module, init_fn_, n_layers: int, d_model: Optional[int]=None, init_div_is_residual: Union[int, float, str, bool]=True, emb_init_std: Optional[float]=None, emb_init_uniform_lim: Optional[Union[Tuple[float, float], float]]=None, verbose: int=0, **kwargs):
+    del kwargs
+    if verbose > 1:
+        warnings.warn(f'If model has bias parameters they are initialized to 0.')
+    init_div_is_residual = init_div_is_residual
+    if init_div_is_residual is False:
+        div_is_residual = 1.0
+    elif init_div_is_residual is True:
+        div_is_residual = math.sqrt(2 * n_layers)
+    elif isinstance(init_div_is_residual, float) or isinstance(init_div_is_residual, int):
+        div_is_residual = init_div_is_residual
+    elif isinstance(init_div_is_residual, str) and init_div_is_residual.isnumeric():
+        div_is_residual = float(init_div_is_residual)
+    else:
+        div_is_residual = 1.0
+        raise ValueError(f'Expected init_div_is_residual to be boolean or numeric, got {init_div_is_residual}')
+    if init_div_is_residual is not False:
+        if verbose > 1:
+            warnings.warn(f'Initializing _is_residual layers then dividing them by {div_is_residual:.3f}. ' + f'Set `init_div_is_residual: false` in init config to disable this.')
+    if isinstance(module, nn.Linear):
+        if hasattr(module, '_fused'):
+            fused_init_helper_(module, init_fn_)
+        else:
+            init_fn_(module.weight)
+        if module.bias is not None:
+            torch.nn.init.zeros_(module.bias)
+        if init_div_is_residual is not False and getattr(module, '_is_residual', False):
+            with torch.no_grad():
+                module.weight.div_(div_is_residual)
+    elif isinstance(module, nn.Embedding):
+        if emb_init_std is not None:
+            std = emb_init_std
+            if std == 0:
+                warnings.warn(f'Embedding layer initialized to 0.')
+            emb_init_fn_ = partial(torch.nn.init.normal_, mean=0.0, std=std)
+            if verbose > 1:
+                warnings.warn(f'Embedding layer initialized using normal distribution with mean=0 and std={std!r}.')
+        elif emb_init_uniform_lim is not None:
+            lim = emb_init_uniform_lim
+            if isinstance(lim, Sequence):
+                if len(lim) > 2:
+                    raise ValueError(f'Uniform init requires a min and a max limit. User input: {lim}.')
+                if lim[0] == lim[1]:
+                    warnings.warn(f'Embedding layer initialized to {lim[0]}.')
+            else:
+                if lim == 0:
+                    warnings.warn(f'Embedding layer initialized to 0.')
+                lim = [-lim, lim]
+            (a, b) = lim
+            emb_init_fn_ = partial(torch.nn.init.uniform_, a=a, b=b)
+            if verbose > 1:
+                warnings.warn(f'Embedding layer initialized using uniform distribution in range {lim}.')
+        else:
+            emb_init_fn_ = init_fn_
+        emb_init_fn_(module.weight)
+    elif isinstance(module, tuple(set(NORM_CLASS_REGISTRY.values()))):
+        if verbose > 1:
+            warnings.warn(f'Norm weights are set to 1. If norm layer has a bias it is initialized to 0.')
+        if hasattr(module, 'weight') and module.weight is not None:
+            torch.nn.init.ones_(module.weight)
+        if hasattr(module, 'bias') and module.bias is not None:
+            torch.nn.init.zeros_(module.bias)
+    elif isinstance(module, nn.MultiheadAttention):
+        if module._qkv_same_embed_dim:
+            assert module.in_proj_weight is not None
+            assert module.q_proj_weight is None and module.k_proj_weight is None and (module.v_proj_weight is None)
+            assert d_model is not None
+            _d = d_model
+            splits = (0, _d, 2 * _d, 3 * _d)
+            for (s, e) in zip(splits[:-1], splits[1:]):
+                init_fn_(module.in_proj_weight[s:e])
+        else:
+            assert module.q_proj_weight is not None and module.k_proj_weight is not None and (module.v_proj_weight is not None)
+            assert module.in_proj_weight is None
+            init_fn_(module.q_proj_weight)
+            init_fn_(module.k_proj_weight)
+            init_fn_(module.v_proj_weight)
+        if module.in_proj_bias is not None:
+            torch.nn.init.zeros_(module.in_proj_bias)
+        if module.bias_k is not None:
+            torch.nn.init.zeros_(module.bias_k)
+        if module.bias_v is not None:
+            torch.nn.init.zeros_(module.bias_v)
+        init_fn_(module.out_proj.weight)
+        if init_div_is_residual is not False and getattr(module.out_proj, '_is_residual', False):
+            with torch.no_grad():
+                module.out_proj.weight.div_(div_is_residual)
+        if module.out_proj.bias is not None:
+            torch.nn.init.zeros_(module.out_proj.bias)
+    else:
+        for _ in module.parameters(recurse=False):
+            raise NotImplementedError(f'{module.__class__.__name__} parameters are not initialized by param_init_fn.')
+
+def _normal_init_(std, mean=0.0):
+    return partial(torch.nn.init.normal_, mean=mean, std=std)
+
+def _normal_param_init_fn_(module: nn.Module, std: float, n_layers: int, d_model: Optional[int]=None, init_div_is_residual: Union[int, float, str, bool]=True, emb_init_std: Optional[float]=None, emb_init_uniform_lim: Optional[Union[Tuple[float, float], float]]=None, verbose: int=0, **kwargs):
+    del kwargs
+    init_fn_ = _normal_init_(std=std)
+    if verbose > 1:
+        warnings.warn(f'Using torch.nn.init.normal_ init fn mean=0.0, std={std}')
+    generic_param_init_fn_(module=module, init_fn_=init_fn_, d_model=d_model, n_layers=n_layers, init_div_is_residual=init_div_is_residual, emb_init_std=emb_init_std, emb_init_uniform_lim=emb_init_uniform_lim, verbose=verbose)
+
+def baseline_param_init_fn_(module: nn.Module, init_std: float, n_layers: int, d_model: Optional[int]=None, init_div_is_residual: Union[int, float, str, bool]=True, emb_init_std: Optional[float]=None, emb_init_uniform_lim: Optional[Union[Tuple[float, float], float]]=None, verbose: int=0, **kwargs):
+    del kwargs
+    if init_std is None:
+        raise ValueError("You must set model.init_config['init_std'] to a float value to use the default initialization scheme.")
+    _normal_param_init_fn_(module=module, std=init_std, d_model=d_model, n_layers=n_layers, init_div_is_residual=init_div_is_residual, emb_init_std=emb_init_std, emb_init_uniform_lim=emb_init_uniform_lim, verbose=verbose)
+
+def small_param_init_fn_(module: nn.Module, n_layers: int, d_model: int, init_div_is_residual: Union[int, float, str, bool]=True, emb_init_std: Optional[float]=None, emb_init_uniform_lim: Optional[Union[Tuple[float, float], float]]=None, verbose: int=0, **kwargs):
+    del kwargs
+    std = math.sqrt(2 / (5 * d_model))
+    _normal_param_init_fn_(module=module, std=std, d_model=d_model, n_layers=n_layers, init_div_is_residual=init_div_is_residual, emb_init_std=emb_init_std, emb_init_uniform_lim=emb_init_uniform_lim, verbose=verbose)
+
+def neox_param_init_fn_(module: nn.Module, n_layers: int, d_model: int, emb_init_std: Optional[float]=None, emb_init_uniform_lim: Optional[Union[Tuple[float, float], float]]=None, verbose: int=0, **kwargs):
+    """From section 2.3.1 of GPT-NeoX-20B:
+
+    An Open-Source AutoregressiveLanguage Model — Black et. al. (2022)
+    see https://github.com/EleutherAI/gpt-neox/blob/9610391ab319403cef079b438edd016a2443af54/megatron/model/init_functions.py#L151
+    and https://github.com/EleutherAI/gpt-neox/blob/main/megatron/model/transformer.py
+    """
+    del kwargs
+    residual_div = n_layers / math.sqrt(10)
+    if verbose > 1:
+        warnings.warn(f'setting init_div_is_residual to {residual_div}')
+    small_param_init_fn_(module=module, d_model=d_model, n_layers=n_layers, init_div_is_residual=residual_div, emb_init_std=emb_init_std, emb_init_uniform_lim=emb_init_uniform_lim, verbose=verbose)
+
+def kaiming_uniform_param_init_fn_(module: nn.Module, n_layers: int, d_model: Optional[int]=None, init_div_is_residual: Union[int, float, str, bool]=True, emb_init_std: Optional[float]=None, emb_init_uniform_lim: Optional[Union[Tuple[float, float], float]]=None, init_gain: float=0, fan_mode: str='fan_in', init_nonlinearity: str='leaky_relu', verbose: int=0, **kwargs):
+    del kwargs
+    if verbose > 1:
+        warnings.warn(f'Using nn.init.kaiming_uniform_ init fn with parameters: ' + f'a={init_gain}, mode={fan_mode}, nonlinearity={init_nonlinearity}')
+    kaiming_uniform_ = partial(nn.init.kaiming_uniform_, a=init_gain, mode=fan_mode, nonlinearity=init_nonlinearity)
+    generic_param_init_fn_(module=module, init_fn_=kaiming_uniform_, d_model=d_model, n_layers=n_layers, init_div_is_residual=init_div_is_residual, emb_init_std=emb_init_std, emb_init_uniform_lim=emb_init_uniform_lim, verbose=verbose)
+
+def kaiming_normal_param_init_fn_(module: nn.Module, n_layers: int, d_model: Optional[int]=None, init_div_is_residual: Union[int, float, str, bool]=True, emb_init_std: Optional[float]=None, emb_init_uniform_lim: Optional[Union[Tuple[float, float], float]]=None, init_gain: float=0, fan_mode: str='fan_in', init_nonlinearity: str='leaky_relu', verbose: int=0, **kwargs):
+    del kwargs
+    if verbose > 1:
+        warnings.warn(f'Using nn.init.kaiming_normal_ init fn with parameters: ' + f'a={init_gain}, mode={fan_mode}, nonlinearity={init_nonlinearity}')
+    kaiming_normal_ = partial(torch.nn.init.kaiming_normal_, a=init_gain, mode=fan_mode, nonlinearity=init_nonlinearity)
+    generic_param_init_fn_(module=module, init_fn_=kaiming_normal_, d_model=d_model, n_layers=n_layers, init_div_is_residual=init_div_is_residual, emb_init_std=emb_init_std, emb_init_uniform_lim=emb_init_uniform_lim, verbose=verbose)
+
+def xavier_uniform_param_init_fn_(module: nn.Module, n_layers: int, d_model: Optional[int]=None, init_div_is_residual: Union[int, float, str, bool]=True, emb_init_std: Optional[float]=None, emb_init_uniform_lim: Optional[Union[Tuple[float, float], float]]=None, init_gain: float=0, verbose: int=0, **kwargs):
+    del kwargs
+    xavier_uniform_ = partial(torch.nn.init.xavier_uniform_, gain=init_gain)
+    if verbose > 1:
+        warnings.warn(f'Using torch.nn.init.xavier_uniform_ init fn with parameters: ' + f'gain={init_gain}')
+    generic_param_init_fn_(module=module, init_fn_=xavier_uniform_, d_model=d_model, n_layers=n_layers, init_div_is_residual=init_div_is_residual, emb_init_std=emb_init_std, emb_init_uniform_lim=emb_init_uniform_lim, verbose=verbose)
+
+def xavier_normal_param_init_fn_(module: nn.Module, n_layers: int, d_model: Optional[int]=None, init_div_is_residual: Union[int, float, str, bool]=True, emb_init_std: Optional[float]=None, emb_init_uniform_lim: Optional[Union[Tuple[float, float], float]]=None, init_gain: float=0, verbose: int=0, **kwargs):
+    xavier_normal_ = partial(torch.nn.init.xavier_normal_, gain=init_gain)
+    if verbose > 1:
+        warnings.warn(f'Using torch.nn.init.xavier_normal_ init fn with parameters: ' + f'gain={init_gain}')
+    generic_param_init_fn_(module=module, init_fn_=xavier_normal_, d_model=d_model, n_layers=n_layers, init_div_is_residual=init_div_is_residual, emb_init_std=emb_init_std, emb_init_uniform_lim=emb_init_uniform_lim, verbose=verbose)
+MODEL_INIT_REGISTRY = {'default_': torch_default_param_init_fn_, 'baseline_': baseline_param_init_fn_, 'kaiming_uniform_': kaiming_uniform_param_init_fn_, 'kaiming_normal_': kaiming_normal_param_init_fn_, 'neox_init_': neox_param_init_fn_, 'small_init_': small_param_init_fn_, 'xavier_uniform_': xavier_uniform_param_init_fn_, 'xavier_normal_': xavier_normal_param_init_fn_}
\ No newline at end of file
diff --git a/llava/model/llava_arch.py b/llava/model/llava_arch.py
new file mode 100644
index 0000000000000000000000000000000000000000..d467ecc044b825973f0040d797473281765a2eb4
--- /dev/null
+++ b/llava/model/llava_arch.py
@@ -0,0 +1,501 @@
+#    Copyright 2023 Haotian Liu
+#
+#    Licensed under the Apache License, Version 2.0 (the "License");
+#    you may not use this file except in compliance with the License.
+#    You may obtain a copy of the License at
+#
+#        http://www.apache.org/licenses/LICENSE-2.0
+#
+#    Unless required by applicable law or agreed to in writing, software
+#    distributed under the License is distributed on an "AS IS" BASIS,
+#    WITHOUT WARRANTIES OR CONDITIONS OF ANY KIND, either express or implied.
+#    See the License for the specific language governing permissions and
+#    limitations under the License.
+
+
+from abc import ABC, abstractmethod
+
+import torch
+import torch.nn as nn
+
+from .multimodal_encoder.builder import build_image_tower, build_video_tower
+from .multimodal_projector.builder import build_vision_projector
+
+from llava.constants import IGNORE_INDEX, X_TOKEN_INDEX, DEFAULT_X_PATCH_TOKEN, DEFAULT_X_START_TOKEN, DEFAULT_X_END_TOKEN
+
+
+class LlavaMetaModel:
+
+    def __init__(self, config):
+        super(LlavaMetaModel, self).__init__(config)
+
+        if hasattr(config, "mm_image_tower"):
+            self.image_tower = build_image_tower(config, delay_load=True)
+            self.mm_projector = build_vision_projector(config)
+        if hasattr(config, "mm_video_tower"):
+            self.video_tower = build_video_tower(config, delay_load=True)
+            self.mm_projector = build_vision_projector(config)
+
+    def get_image_tower(self):
+        image_tower = getattr(self, 'image_tower', None)
+        if type(image_tower) is list:
+            image_tower = image_tower[0]
+        return image_tower
+
+    def get_video_tower(self):
+        video_tower = getattr(self, 'video_tower', None)
+        if type(video_tower) is list:
+            video_tower = video_tower[0]
+        return video_tower
+
+    def initialize_image_modules(self, model_args, fsdp=None):
+        image_tower = model_args.image_tower
+        mm_vision_select_layer = model_args.mm_vision_select_layer
+        mm_vision_select_feature = model_args.mm_vision_select_feature
+        pretrain_mm_mlp_adapter = model_args.pretrain_mm_mlp_adapter
+
+        self.config.mm_image_tower = image_tower
+
+        image_tower = build_image_tower(model_args)
+
+        if fsdp is not None and len(fsdp) > 0:
+            self.image_tower = [image_tower]
+        else:
+            self.image_tower = image_tower
+
+        self.config.use_mm_proj = True
+        self.config.mm_projector_type = getattr(model_args, 'mm_projector_type', 'linear')
+        self.config.mm_hidden_size = image_tower.hidden_size
+        self.config.mm_vision_select_layer = mm_vision_select_layer
+        self.config.mm_vision_select_feature = mm_vision_select_feature
+
+        self.mm_projector = build_vision_projector(self.config)
+
+        if pretrain_mm_mlp_adapter is not None:
+            mm_projector_weights = torch.load(pretrain_mm_mlp_adapter, map_location='cpu')
+            def get_w(weights, keyword):
+                return {k.split(keyword + '.')[1]: v for k, v in weights.items() if keyword in k}
+
+            self.mm_projector.load_state_dict(get_w(mm_projector_weights, 'mm_projector'))
+
+    def initialize_video_modules(self, model_args, fsdp=None):
+        video_tower = model_args.video_tower
+        mm_vision_select_layer = model_args.mm_vision_select_layer
+        mm_vision_select_feature = model_args.mm_vision_select_feature
+        pretrain_mm_mlp_adapter = model_args.pretrain_mm_mlp_adapter
+
+        self.config.mm_video_tower = video_tower
+
+        video_tower = build_video_tower(model_args)
+
+        if fsdp is not None and len(fsdp) > 0:
+            self.video_tower = [video_tower]
+        else:
+            self.video_tower = video_tower
+
+        self.config.use_mm_proj = True
+        self.config.mm_projector_type = getattr(model_args, 'mm_projector_type', 'linear')
+        self.config.mm_hidden_size = video_tower.hidden_size
+        self.config.mm_vision_select_layer = mm_vision_select_layer
+        self.config.mm_vision_select_feature = mm_vision_select_feature
+
+        self.mm_projector = build_vision_projector(self.config)
+
+        if pretrain_mm_mlp_adapter is not None:
+            mm_projector_weights = torch.load(pretrain_mm_mlp_adapter, map_location='cpu')
+            def get_w(weights, keyword):
+                return {k.split(keyword + '.')[1]: v for k, v in weights.items() if keyword in k}
+
+            self.mm_projector.load_state_dict(get_w(mm_projector_weights, 'mm_projector'))
+
+class LlavaMetaForCausalLM(ABC):
+
+    @abstractmethod
+    def get_model(self):
+        pass
+
+    def get_image_tower(self):
+        return self.get_model().get_image_tower()
+
+    def get_video_tower(self):
+        return self.get_model().get_video_tower()
+
+    def get_all_tower(self, keys):
+        tower = {key: getattr(self, f'get_{key}_tower') for key in keys}
+        return tower
+
+    def encode_images(self, images):
+        image_features = self.get_model().get_image_tower()(images)
+        image_features = self.get_model().mm_projector(image_features)
+        return image_features
+
+    def encode_videos(self, videos):
+        video_features = self.get_model().get_video_tower()(videos)
+        video_features = self.get_model().mm_projector(video_features)
+        return video_features
+    #
+    # def prepare_inputs_labels_for_multimodal(
+    #     self, input_ids, attention_mask, past_key_values, labels, images
+    # ):
+    #     vision_tower = self.get_vision_tower()
+    #     if vision_tower is None or images is None or input_ids.shape[1] == 1:
+    #         if past_key_values is not None and vision_tower is not None and images is not None and input_ids.shape[1] == 1:
+    #             attention_mask = torch.ones((attention_mask.shape[0], past_key_values[-1][-1].shape[-2] + 1), dtype=attention_mask.dtype, device=attention_mask.device)
+    #         return input_ids, attention_mask, past_key_values, None, labels
+    #
+    #     if type(images) is list or images.ndim == 5:
+    #         concat_images = torch.cat([image for image in images], dim=0)
+    #         image_features = self.encode_images(concat_images)
+    #         split_sizes = [image.shape[0] for image in images]
+    #         image_features = torch.split(image_features, split_sizes, dim=0)
+    #         image_features = [x.flatten(0, 1) for x in image_features]
+    #     else:
+    #         image_features = self.encode_images(images)
+    #
+    #     new_input_embeds = []
+    #     new_labels = [] if labels is not None else None
+    #     cur_image_idx = 0
+    #     for batch_idx, cur_input_ids in enumerate(input_ids):
+    #         if (cur_input_ids == IMAGE_TOKEN_INDEX).sum() == 0:
+    #             # multimodal LLM, but the current sample is not multimodal
+    #             # FIXME: this is a hacky fix, for deepspeed zero3 to work
+    #             half_len = cur_input_ids.shape[0] // 2
+    #             cur_image_features = image_features[cur_image_idx]
+    #             cur_input_embeds_1 = self.get_model().embed_tokens(cur_input_ids[:half_len])
+    #             cur_input_embeds_2 = self.get_model().embed_tokens(cur_input_ids[half_len:])
+    #             cur_input_embeds = torch.cat([cur_input_embeds_1, cur_image_features[0:0], cur_input_embeds_2], dim=0)
+    #             new_input_embeds.append(cur_input_embeds)
+    #             if labels is not None:
+    #                 new_labels.append(labels[batch_idx])
+    #             cur_image_idx += 1
+    #             continue
+    #         image_token_indices = torch.where(cur_input_ids == IMAGE_TOKEN_INDEX)[0]  # 把中间的imgtoken的位置找到
+    #         cur_new_input_embeds = []
+    #         if labels is not None:
+    #             cur_labels = labels[batch_idx]
+    #             cur_new_labels = []
+    #             assert cur_labels.shape == cur_input_ids.shape
+    #         while image_token_indices.numel() > 0:
+    #             cur_image_features = image_features[cur_image_idx]
+    #             image_token_start = image_token_indices[0]
+    #             if getattr(self.config, 'tune_mm_mlp_adapter', False) and getattr(self.config, 'mm_use_im_start_end', False):
+    #                 cur_new_input_embeds.append(self.get_model().embed_tokens(cur_input_ids[:image_token_start-1]).detach())
+    #                 cur_new_input_embeds.append(self.get_model().embed_tokens(cur_input_ids[image_token_start-1:image_token_start]))
+    #                 cur_new_input_embeds.append(cur_image_features)
+    #                 cur_new_input_embeds.append(self.get_model().embed_tokens(cur_input_ids[image_token_start+1:image_token_start+2]))
+    #                 if labels is not None:
+    #                     cur_new_labels.append(cur_labels[:image_token_start])
+    #                     cur_new_labels.append(torch.full((cur_image_features.shape[0],), IGNORE_INDEX, device=labels.device, dtype=labels.dtype))
+    #                     cur_new_labels.append(cur_labels[image_token_start:image_token_start+1])
+    #                     cur_labels = cur_labels[image_token_start+2:]
+    #             else:
+    #                 cur_new_input_embeds.append(self.get_model().embed_tokens(cur_input_ids[:image_token_start]))  # imgtoken之前的text拿出来，好像都是模板套话
+    #                 cur_new_input_embeds.append(cur_image_features)
+    #                 if labels is not None:
+    #                     cur_new_labels.append(cur_labels[:image_token_start])
+    #                     cur_new_labels.append(torch.full((cur_image_features.shape[0],), IGNORE_INDEX, device=labels.device, dtype=labels.dtype))
+    #                     cur_labels = cur_labels[image_token_start+1:]
+    #             cur_image_idx += 1
+    #             if getattr(self.config, 'tune_mm_mlp_adapter', False) and getattr(self.config, 'mm_use_im_start_end', False):
+    #                 cur_input_ids = cur_input_ids[image_token_start+2:]
+    #             else:
+    #                 cur_input_ids = cur_input_ids[image_token_start+1:]   # imgtoken之后的text拿出来，是真的question
+    #             image_token_indices = torch.where(cur_input_ids == IMAGE_TOKEN_INDEX)[0]
+    #         if cur_input_ids.numel() > 0:
+    #             if getattr(self.config, 'tune_mm_mlp_adapter', False) and getattr(self.config, 'mm_use_im_start_end', False):
+    #                 cur_new_input_embeds.append(self.get_model().embed_tokens(cur_input_ids).detach())
+    #             else:
+    #                 cur_new_input_embeds.append(self.get_model().embed_tokens(cur_input_ids))
+    #             if labels is not None:
+    #                 cur_new_labels.append(cur_labels)
+    #         cur_new_input_embeds = [x.to(device=self.device) for x in cur_new_input_embeds]  # 前面text+图片+后面question
+    #         cur_new_input_embeds = torch.cat(cur_new_input_embeds, dim=0)
+    #         new_input_embeds.append(cur_new_input_embeds)
+    #         if labels is not None:
+    #             cur_new_labels = torch.cat(cur_new_labels, dim=0)
+    #             new_labels.append(cur_new_labels)
+    #
+    #     if any(x.shape != new_input_embeds[0].shape for x in new_input_embeds):
+    #         max_len = max(x.shape[0] for x in new_input_embeds)
+    #
+    #         new_input_embeds_align = []
+    #         for cur_new_embed in new_input_embeds:
+    #             cur_new_embed = torch.cat((cur_new_embed, torch.zeros((max_len - cur_new_embed.shape[0], cur_new_embed.shape[1]), dtype=cur_new_embed.dtype, device=cur_new_embed.device)), dim=0)
+    #             new_input_embeds_align.append(cur_new_embed)
+    #         new_input_embeds = torch.stack(new_input_embeds_align, dim=0)
+    #
+    #         if labels is not None:
+    #             new_labels_align = []
+    #             _new_labels = new_labels
+    #             for cur_new_label in new_labels:
+    #                 cur_new_label = torch.cat((cur_new_label, torch.full((max_len - cur_new_label.shape[0],), IGNORE_INDEX, dtype=cur_new_label.dtype, device=cur_new_label.device)), dim=0)
+    #                 new_labels_align.append(cur_new_label)
+    #             new_labels = torch.stack(new_labels_align, dim=0)
+    #
+    #         if attention_mask is not None:
+    #             new_attention_mask = []
+    #             for cur_attention_mask, cur_new_labels, cur_new_labels_align in zip(attention_mask, _new_labels, new_labels):
+    #                 new_attn_mask_pad_left = torch.full((cur_new_labels.shape[0] - labels.shape[1],), True, dtype=attention_mask.dtype, device=attention_mask.device)
+    #                 new_attn_mask_pad_right = torch.full((cur_new_labels_align.shape[0] - cur_new_labels.shape[0],), False, dtype=attention_mask.dtype, device=attention_mask.device)
+    #                 cur_new_attention_mask = torch.cat((new_attn_mask_pad_left, cur_attention_mask, new_attn_mask_pad_right), dim=0)
+    #                 new_attention_mask.append(cur_new_attention_mask)
+    #             attention_mask = torch.stack(new_attention_mask, dim=0)
+    #             assert attention_mask.shape == new_labels.shape
+    #     else:
+    #         new_input_embeds = torch.stack(new_input_embeds, dim=0)
+    #         if labels is not None:
+    #             new_labels  = torch.stack(new_labels, dim=0)
+    #
+    #         if attention_mask is not None:
+    #             new_attn_mask_pad_left = torch.full((attention_mask.shape[0], new_input_embeds.shape[1] - input_ids.shape[1]), True, dtype=attention_mask.dtype, device=attention_mask.device)
+    #             attention_mask = torch.cat((new_attn_mask_pad_left, attention_mask), dim=1)
+    #             assert attention_mask.shape == new_input_embeds.shape[:2]
+    #
+    #     return None, attention_mask, past_key_values, new_input_embeds, new_labels
+    #
+    # def initialize_vision_tokenizer(self, model_args, tokenizer):
+    #     if model_args.mm_use_im_patch_token:
+    #         tokenizer.add_tokens([DEFAULT_IMAGE_PATCH_TOKEN], special_tokens=True)
+    #         self.resize_token_embeddings(len(tokenizer))
+    #
+    #     if model_args.mm_use_im_start_end:
+    #         num_new_tokens = tokenizer.add_tokens([DEFAULT_IM_START_TOKEN, DEFAULT_IM_END_TOKEN], special_tokens=True)
+    #         self.resize_token_embeddings(len(tokenizer))
+    #
+    #         if num_new_tokens > 0:
+    #             input_embeddings = self.get_input_embeddings().weight.data
+    #             output_embeddings = self.get_output_embeddings().weight.data
+    #
+    #             input_embeddings_avg = input_embeddings[:-num_new_tokens].mean(
+    #                 dim=0, keepdim=True)
+    #             output_embeddings_avg = output_embeddings[:-num_new_tokens].mean(
+    #                 dim=0, keepdim=True)
+    #
+    #             input_embeddings[-num_new_tokens:] = input_embeddings_avg
+    #             output_embeddings[-num_new_tokens:] = output_embeddings_avg
+    #
+    #         if model_args.tune_mm_mlp_adapter:
+    #             for p in self.get_input_embeddings().parameters():
+    #                 p.requires_grad = True
+    #             for p in self.get_output_embeddings().parameters():
+    #                 p.requires_grad = False
+    #
+    #         if model_args.pretrain_mm_mlp_adapter:
+    #             mm_projector_weights = torch.load(model_args.pretrain_mm_mlp_adapter, map_location='cpu')
+    #             embed_tokens_weight = mm_projector_weights['model.embed_tokens.weight']
+    #             assert num_new_tokens == 2
+    #             if input_embeddings.shape == embed_tokens_weight.shape:
+    #                 input_embeddings[-num_new_tokens:] = embed_tokens_weight[-num_new_tokens:]
+    #             elif embed_tokens_weight.shape[0] == num_new_tokens:
+    #                 input_embeddings[-num_new_tokens:] = embed_tokens_weight
+    #             else:
+    #                 raise ValueError(f"Unexpected embed_tokens_weight shape. Pretrained: {embed_tokens_weight.shape}. Current: {input_embeddings.shape}. Numer of new tokens: {num_new_tokens}.")
+    #     elif model_args.mm_use_im_patch_token:
+    #         if model_args.tune_mm_mlp_adapter:
+    #             for p in self.get_input_embeddings().parameters():
+    #                 p.requires_grad = False
+    #             for p in self.get_output_embeddings().parameters():
+    #                 p.requires_grad = False
+
+    def prepare_inputs_labels_for_multimodal(
+        self, input_ids, attention_mask, past_key_values, labels, X_modalities
+    ):
+        '''
+        X_modalities [
+        [img_feature, img_feature, video_feature, audio_feature],
+        ['image', 'image', 'video', 'audio']
+        ]
+        '''
+        Xs, keys = X_modalities
+        all_tower = self.get_all_tower(set(keys)) if len(keys) > 0 else None
+        
+        # print(2.5)
+        if all_tower is None or X_modalities[0][0] is None or input_ids.shape[1] == 1:
+            if past_key_values is not None and all_tower is not None and Xs is not None and input_ids.shape[1] == 1:
+                attention_mask = torch.ones((attention_mask.shape[0], past_key_values[-1][-1].shape[-2] + 1), dtype=attention_mask.dtype, device=attention_mask.device)
+            return input_ids, attention_mask, past_key_values, None, labels
+
+        # if type(images) is list or images.ndim == 5:
+        #     concat_images = torch.cat([image for image in images], dim=0)
+        #     image_features = self.encode_images(concat_images)
+        #     split_sizes = [image.shape[0] for image in images]
+        #     image_features = torch.split(image_features, split_sizes, dim=0)
+        #     image_features = [x.flatten(0, 1) for x in image_features]
+        # else:
+        print(keys)
+        X_features = [getattr(self, f'encode_{key}s')(X.unsqueeze(0)) for X, key in zip(Xs, keys)]  # expand to get batchsize
+        # X_features = []
+        # # print(2.5, *[i.shape for i in Xs], keys)  
+        # for X, key in zip(Xs, keys):
+        #     temp_X = X.unsqueeze(0)
+        #     # print(2.6)
+        #     # fn = getattr(self, f'encode_{key}s') 
+        #     if key == 'image':
+        #         out = self.encode_images(temp_X)
+        #         # print(2.65, 'image', out.shape)
+        #     elif key == 'video':
+        #         out = self.encode_videos(temp_X)
+        #         # print(2.65, 'video', out.shape)
+        #     else:
+        #         raise NameError(f'{key}')
+        #     # print(2.8, out.shape)
+        #     X_features.append(out)
+        X_features = [x.flatten(0, 1) for x in X_features]
+        # print([[j, i.shape] for i, j in zip(X_features, keys)])
+
+
+        new_input_embeds = []
+        new_labels = [] if labels is not None else None
+        cur_X_idx = 0
+        # print(2.9, input_ids.shape)
+        for batch_idx, cur_input_ids in enumerate(input_ids):
+            # print(333333)
+            if (torch.any(torch.stack([cur_input_ids == X_TOKEN_INDEX[key.upper()] for key in keys]), dim=0)).sum() == 0:
+                # multimodal LLM, but the current sample is not multimodal
+                # FIXME: this is a hacky fix, for deepspeed zero3 to work
+                half_len = cur_input_ids.shape[0] // 2
+                cur_X_features = X_features[cur_X_idx]
+                cur_input_embeds_1 = self.get_model().embed_tokens(cur_input_ids[:half_len])
+                cur_input_embeds_2 = self.get_model().embed_tokens(cur_input_ids[half_len:])
+                cur_input_embeds = torch.cat([cur_input_embeds_1, cur_X_features[0:0], cur_input_embeds_2], dim=0)
+                new_input_embeds.append(cur_input_embeds)
+                if labels is not None:
+                    new_labels.append(labels[batch_idx])
+                cur_X_idx += 1 ############## 注意这里跳过了，如果一个sample是一个modal，那么就跳过1个全zero的modal，如果一个sample对应多个modal，这里的训练逻辑不对！！！
+                ###### 但似乎不影响1个sample的inference
+                ###### 一个text对应视频和图片，直接走下边了。只有1个text，传入none或者1个/2个全zero都无所谓，反正没有下一个数据了。
+                continue
+            X_token_indices = torch.where(torch.any(torch.stack([cur_input_ids == X_TOKEN_INDEX[key.upper()] for key in keys]), dim=0))[0]  # 把中间的imgtoken的位置找到
+            cur_new_input_embeds = []
+            if labels is not None:
+                cur_labels = labels[batch_idx]
+                cur_new_labels = []
+                assert cur_labels.shape == cur_input_ids.shape
+            # print(4444444444)
+            while X_token_indices.numel() > 0:
+                cur_X_features = X_features[cur_X_idx]
+                X_token_start = X_token_indices[0]
+                if getattr(self.config, 'tune_mm_mlp_adapter', False) and getattr(self.config, 'mm_use_x_start_end', False):
+                    cur_new_input_embeds.append(self.get_model().embed_tokens(cur_input_ids[:X_token_start-1]).detach())
+                    cur_new_input_embeds.append(self.get_model().embed_tokens(cur_input_ids[X_token_start-1:X_token_start]))
+                    cur_new_input_embeds.append(cur_X_features)
+                    cur_new_input_embeds.append(self.get_model().embed_tokens(cur_input_ids[X_token_start+1:X_token_start+2]))
+                    if labels is not None:
+                        cur_new_labels.append(cur_labels[:X_token_start])
+                        cur_new_labels.append(torch.full((cur_X_features.shape[0],), IGNORE_INDEX, device=labels.device, dtype=labels.dtype))
+                        cur_new_labels.append(cur_labels[X_token_start:X_token_start+1])
+                        cur_labels = cur_labels[X_token_start+2:]
+                else:
+                    cur_new_input_embeds.append(self.get_model().embed_tokens(cur_input_ids[:X_token_start]))  # imgtoken之前的text拿出来，好像都是模板套话
+                    cur_new_input_embeds.append(cur_X_features)
+                    if labels is not None:
+                        cur_new_labels.append(cur_labels[:X_token_start])
+                        cur_new_labels.append(torch.full((cur_X_features.shape[0],), IGNORE_INDEX, device=labels.device, dtype=labels.dtype))
+                        cur_labels = cur_labels[X_token_start+1:]
+                cur_X_idx += 1
+                if getattr(self.config, 'tune_mm_mlp_adapter', False) and getattr(self.config, 'mm_use_x_start_end', False):
+                    cur_input_ids = cur_input_ids[X_token_start+2:]
+                else:
+                    cur_input_ids = cur_input_ids[X_token_start+1:]   # imgtoken之后的text拿出来，是真的question
+                X_token_indices = torch.where(torch.any(torch.stack([cur_input_ids == X_TOKEN_INDEX[key.upper()] for key in keys]), dim=0))[0]
+            
+            # print(55555555555555555)
+            if cur_input_ids.numel() > 0:
+                if getattr(self.config, 'tune_mm_mlp_adapter', False) and getattr(self.config, 'mm_use_x_start_end', False):
+                    cur_new_input_embeds.append(self.get_model().embed_tokens(cur_input_ids).detach())
+                else:
+                    cur_new_input_embeds.append(self.get_model().embed_tokens(cur_input_ids))
+                if labels is not None:
+                    cur_new_labels.append(cur_labels)
+            cur_new_input_embeds = [x.to(device=self.device) for x in cur_new_input_embeds]  # 前面text+图片+后面question
+            cur_new_input_embeds = torch.cat(cur_new_input_embeds, dim=0)
+            new_input_embeds.append(cur_new_input_embeds)
+            if labels is not None:
+                cur_new_labels = torch.cat(cur_new_labels, dim=0)
+                new_labels.append(cur_new_labels)
+
+        if any(x.shape != new_input_embeds[0].shape for x in new_input_embeds):
+            max_len = max(x.shape[0] for x in new_input_embeds)
+
+            new_input_embeds_align = []
+            for cur_new_embed in new_input_embeds:
+                cur_new_embed = torch.cat((cur_new_embed, torch.zeros((max_len - cur_new_embed.shape[0], cur_new_embed.shape[1]), dtype=cur_new_embed.dtype, device=cur_new_embed.device)), dim=0)
+                new_input_embeds_align.append(cur_new_embed)
+            new_input_embeds = torch.stack(new_input_embeds_align, dim=0)
+
+            if labels is not None:
+                new_labels_align = []
+                _new_labels = new_labels
+                for cur_new_label in new_labels:
+                    cur_new_label = torch.cat((cur_new_label, torch.full((max_len - cur_new_label.shape[0],), IGNORE_INDEX, dtype=cur_new_label.dtype, device=cur_new_label.device)), dim=0)
+                    new_labels_align.append(cur_new_label)
+                new_labels = torch.stack(new_labels_align, dim=0)
+
+            if attention_mask is not None:
+                new_attention_mask = []
+                for cur_attention_mask, cur_new_labels, cur_new_labels_align in zip(attention_mask, _new_labels, new_labels):
+                    new_attn_mask_pad_left = torch.full((cur_new_labels.shape[0] - labels.shape[1],), True, dtype=attention_mask.dtype, device=attention_mask.device)
+                    new_attn_mask_pad_right = torch.full((cur_new_labels_align.shape[0] - cur_new_labels.shape[0],), False, dtype=attention_mask.dtype, device=attention_mask.device)
+                    cur_new_attention_mask = torch.cat((new_attn_mask_pad_left, cur_attention_mask, new_attn_mask_pad_right), dim=0)
+                    new_attention_mask.append(cur_new_attention_mask)
+                attention_mask = torch.stack(new_attention_mask, dim=0)
+                assert attention_mask.shape == new_labels.shape
+        else:
+            new_input_embeds = torch.stack(new_input_embeds, dim=0)
+            if labels is not None:
+                new_labels  = torch.stack(new_labels, dim=0)
+
+            if attention_mask is not None:
+                new_attn_mask_pad_left = torch.full((attention_mask.shape[0], new_input_embeds.shape[1] - input_ids.shape[1]), True, dtype=attention_mask.dtype, device=attention_mask.device)
+                attention_mask = torch.cat((new_attn_mask_pad_left, attention_mask), dim=1)
+                assert attention_mask.shape == new_input_embeds.shape[:2]
+
+        return None, attention_mask, past_key_values, new_input_embeds, new_labels
+
+    def initialize_X_tokenizer(self, model_args, tokenizer):
+        if model_args.mm_use_x_patch_token:
+            for x in model_args.X:
+                tokenizer.add_tokens([DEFAULT_X_PATCH_TOKEN[x.upper()]], special_tokens=True)
+            # tokenizer.add_tokens([DEFAULT_IMAGE_PATCH_TOKEN], special_tokens=True)
+            self.resize_token_embeddings(len(tokenizer))
+
+        if model_args.mm_use_x_start_end:
+            num_new_tokens = 0
+            for x in model_args.X:
+                num_new_tokens += tokenizer.add_tokens([DEFAULT_X_START_TOKEN[x.upper()], DEFAULT_X_END_TOKEN[x.upper()]], special_tokens=True)
+            self.resize_token_embeddings(len(tokenizer))
+
+            if num_new_tokens > 0:
+                input_embeddings = self.get_input_embeddings().weight.data
+                output_embeddings = self.get_output_embeddings().weight.data
+
+                input_embeddings_avg = input_embeddings[:-num_new_tokens].mean(
+                    dim=0, keepdim=True)
+                output_embeddings_avg = output_embeddings[:-num_new_tokens].mean(
+                    dim=0, keepdim=True)
+
+                input_embeddings[-num_new_tokens:] = input_embeddings_avg
+                output_embeddings[-num_new_tokens:] = output_embeddings_avg
+
+            if model_args.tune_mm_mlp_adapter:
+                for p in self.get_input_embeddings().parameters():
+                    p.requires_grad = True
+                for p in self.get_output_embeddings().parameters():
+                    p.requires_grad = False
+
+            if model_args.pretrain_mm_mlp_adapter:
+                mm_projector_weights = torch.load(model_args.pretrain_mm_mlp_adapter, map_location='cpu')
+                embed_tokens_weight = mm_projector_weights['model.embed_tokens.weight']
+                assert num_new_tokens == 2
+                if input_embeddings.shape == embed_tokens_weight.shape:
+                    input_embeddings[-num_new_tokens:] = embed_tokens_weight[-num_new_tokens:]
+                elif embed_tokens_weight.shape[0] == num_new_tokens:
+                    input_embeddings[-num_new_tokens:] = embed_tokens_weight
+                else:
+                    raise ValueError(f"Unexpected embed_tokens_weight shape. Pretrained: {embed_tokens_weight.shape}. Current: {input_embeddings.shape}. Numer of new tokens: {num_new_tokens}.")
+        elif model_args.mm_use_x_patch_token:
+            if model_args.tune_mm_mlp_adapter:
+                for p in self.get_input_embeddings().parameters():
+                    p.requires_grad = False
+                for p in self.get_output_embeddings().parameters():
+                    p.requires_grad = False
\ No newline at end of file
diff --git a/llava/model/make_delta.py b/llava/model/make_delta.py
new file mode 100644
index 0000000000000000000000000000000000000000..4ae55d59c2c8bab80299272314a41bbeb959d8ed
--- /dev/null
+++ b/llava/model/make_delta.py
@@ -0,0 +1,52 @@
+"""
+Usage:
+python3 -m llava.model.make_delta --base ~/model_weights/llama-7b --target ~/model_weights/llava-7b --delta ~/model_weights/llava-7b-delta --hub-repo-id liuhaotian/llava-7b-delta
+"""
+import argparse
+
+import torch
+from tqdm import tqdm
+from transformers import AutoTokenizer, AutoModelForCausalLM
+from llava.model.utils import auto_upgrade
+
+
+def make_delta(base_model_path, target_model_path, delta_path, hub_repo_id):
+    print("Loading base model")
+    base = AutoModelForCausalLM.from_pretrained(
+        base_model_path, torch_dtype=torch.float16, low_cpu_mem_usage=True)
+
+    print("Loading target model")
+    auto_upgrade(target_model_path)
+    target = AutoModelForCausalLM.from_pretrained(target_model_path, torch_dtype=torch.float16, low_cpu_mem_usage=True)
+
+    print("Calculating delta")
+    for name, param in tqdm(target.state_dict().items(), desc="Calculating delta"):
+        if name not in base.state_dict():
+            assert name in ['model.mm_projector.weight', 'model.mm_projector.bias'], f'{name} not in base model'
+            continue
+        if param.data.shape == base.state_dict()[name].shape:
+            param.data -= base.state_dict()[name]
+        else:
+            assert name in ['model.embed_tokens.weight', 'lm_head.weight'], f'{name} dimension mismatch: {param.data.shape} vs {base.state_dict()[name].shape}'
+            bparam = base.state_dict()[name]
+            param.data[:bparam.shape[0], :bparam.shape[1]] -= bparam
+
+    print("Saving delta")
+    if hub_repo_id:
+        kwargs = {"push_to_hub": True, "repo_id": hub_repo_id}
+    else:
+        kwargs = {}
+    target.save_pretrained(delta_path, **kwargs)
+    target_tokenizer = AutoTokenizer.from_pretrained(target_model_path)
+    target_tokenizer.save_pretrained(delta_path, **kwargs)
+
+
+if __name__ == "__main__":
+    parser = argparse.ArgumentParser()
+    parser.add_argument("--base-model-path", type=str, required=True)
+    parser.add_argument("--target-model-path", type=str, required=True)
+    parser.add_argument("--delta-path", type=str, required=True)
+    parser.add_argument("--hub-repo-id", type=str, default=None)
+    args = parser.parse_args()
+
+    make_delta(args.base_model_path, args.target_model_path, args.delta_path, args.hub_repo_id)
diff --git a/llava/model/multimodal_encoder/__pycache__/builder.cpython-310.pyc b/llava/model/multimodal_encoder/__pycache__/builder.cpython-310.pyc
new file mode 100644
index 0000000000000000000000000000000000000000..06369852758b4426c4e525d098ce6e1a731a6b0d
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diff --git a/llava/model/multimodal_encoder/__pycache__/clip_encoder.cpython-310.pyc b/llava/model/multimodal_encoder/__pycache__/clip_encoder.cpython-310.pyc
new file mode 100644
index 0000000000000000000000000000000000000000..987c065fa57621266496cbb56885a835b67ebea2
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diff --git a/llava/model/multimodal_encoder/__pycache__/mae_encoder.cpython-310.pyc b/llava/model/multimodal_encoder/__pycache__/mae_encoder.cpython-310.pyc
new file mode 100644
index 0000000000000000000000000000000000000000..db0ddec4b1692d06494c820619edd038da911f92
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diff --git a/llava/model/multimodal_encoder/builder.py b/llava/model/multimodal_encoder/builder.py
new file mode 100644
index 0000000000000000000000000000000000000000..2b74a7613cb7e7ad7229f29764083649a32ceea6
--- /dev/null
+++ b/llava/model/multimodal_encoder/builder.py
@@ -0,0 +1,49 @@
+import os
+from .clip_encoder import CLIPVisionTower
+from .languagebind import LanguageBindImageTower, LanguageBindVideoTower
+from .mae_encoder import MAEVisionTower
+from transformers import CLIPModel
+
+def build_image_tower(image_tower_cfg, **kwargs):
+    image_tower = getattr(image_tower_cfg, 'mm_image_tower', getattr(image_tower_cfg, 'image_tower', None))
+    is_absolute_path_exists = os.path.exists(image_tower)
+    if is_absolute_path_exists or image_tower.startswith("openai") or image_tower.startswith("laion"):
+        return CLIPVisionTower(image_tower, args=image_tower_cfg, **kwargs)
+    if image_tower.endswith('LanguageBind_Image'):
+        return LanguageBindImageTower(image_tower, args=image_tower_cfg, cache_dir='./cache_dir', **kwargs)
+    if 'mae' in image_tower:
+        print('maemaemaemaemaemaemaemae')
+        print('maemaemaemaemaemaemaemae')
+        print('maemaemaemaemaemaemaemae')
+        print('maemaemaemaemaemaemaemae')
+        print('maemaemaemaemaemaemaemae')
+        return MAEVisionTower(image_tower, args=image_tower_cfg, cache_dir='./cache_dir', **kwargs)
+    raise ValueError(f'Unknown image tower: {image_tower}')
+
+def build_video_tower(video_tower_cfg, **kwargs):
+    video_tower = getattr(video_tower_cfg, 'mm_video_tower', getattr(video_tower_cfg, 'video_tower', None))
+    if video_tower.endswith('LanguageBind_Video'):
+        return LanguageBindVideoTower(video_tower, args=video_tower_cfg, cache_dir='./cache_dir', **kwargs)
+    raise ValueError(f'Unknown video tower: {video_tower}')
+
+
+
+# import os
+# from .clip_encoder import CLIPVisionTower
+# from .languagebind import LanguageBindImageTower, LanguageBindVideoTower
+# from transformers import CLIPModel
+
+# def build_image_tower(image_tower_cfg, **kwargs):
+#     image_tower = getattr(image_tower_cfg, 'mm_image_tower', getattr(image_tower_cfg, 'image_tower', None))
+#     is_absolute_path_exists = os.path.exists(image_tower)
+#     if is_absolute_path_exists or image_tower.startswith("openai") or image_tower.startswith("laion"):
+#         return CLIPVisionTower(image_tower, args=image_tower_cfg, **kwargs)
+#     if image_tower.endswith('LanguageBind_Image'):
+#         return LanguageBindImageTower(image_tower, args=image_tower_cfg, cache_dir='./cache_dir', **kwargs)
+#     raise ValueError(f'Unknown image tower: {image_tower}')
+
+# def build_video_tower(video_tower_cfg, **kwargs):
+#     video_tower = getattr(video_tower_cfg, 'mm_video_tower', getattr(video_tower_cfg, 'video_tower', None))
+#     if video_tower.endswith('LanguageBind_Video'):
+#         return LanguageBindVideoTower(video_tower, args=video_tower_cfg, cache_dir='./cache_dir', **kwargs)
+#     raise ValueError(f'Unknown video tower: {video_tower}')
\ No newline at end of file
diff --git a/llava/model/multimodal_encoder/clip_encoder.py b/llava/model/multimodal_encoder/clip_encoder.py
new file mode 100644
index 0000000000000000000000000000000000000000..dbb9015b0fc9fa93483ba77cc303b793e86c36fc
--- /dev/null
+++ b/llava/model/multimodal_encoder/clip_encoder.py
@@ -0,0 +1,78 @@
+import torch
+import torch.nn as nn
+
+from transformers import CLIPVisionModel, CLIPImageProcessor, CLIPVisionConfig
+
+
+class CLIPVisionTower(nn.Module):
+    def __init__(self, vision_tower, args, delay_load=False):
+        super().__init__()
+
+        self.is_loaded = False
+
+        self.vision_tower_name = vision_tower
+        self.select_layer = args.mm_vision_select_layer
+        self.select_feature = getattr(args, 'mm_vision_select_feature', 'patch')
+
+        if not delay_load:
+            self.load_model()
+        else:
+            self.cfg_only = CLIPVisionConfig.from_pretrained(self.vision_tower_name)
+
+    def load_model(self):
+        self.image_processor = CLIPImageProcessor.from_pretrained(self.vision_tower_name)
+        self.vision_tower = CLIPVisionModel.from_pretrained(self.vision_tower_name)
+        self.vision_tower.requires_grad_(False)
+
+        self.is_loaded = True
+
+    def feature_select(self, image_forward_outs):
+        image_features = image_forward_outs.hidden_states[self.select_layer]
+        if self.select_feature == 'patch':
+            image_features = image_features[:, 1:]
+        elif self.select_feature == 'cls_patch':
+            image_features = image_features
+        else:
+            raise ValueError(f'Unexpected select feature: {self.select_feature}')
+        return image_features
+
+    @torch.no_grad()
+    def forward(self, images):
+        if type(images) is list:
+            image_features = []
+            for image in images:
+                image_forward_out = self.vision_tower(image.to(device=self.device, dtype=self.dtype).unsqueeze(0), output_hidden_states=True)
+                image_feature = self.feature_select(image_forward_out).to(image.dtype)
+                image_features.append(image_feature)
+        else:
+            image_forward_outs = self.vision_tower(images.to(device=self.device, dtype=self.dtype), output_hidden_states=True)
+            image_features = self.feature_select(image_forward_outs).to(images.dtype)
+
+        return image_features
+
+    @property
+    def dummy_feature(self):
+        return torch.zeros(1, self.hidden_size, device=self.device, dtype=self.dtype)
+
+    @property
+    def dtype(self):
+        return self.vision_tower.dtype
+
+    @property
+    def device(self):
+        return self.vision_tower.device
+
+    @property
+    def config(self):
+        if self.is_loaded:
+            return self.vision_tower.config
+        else:
+            return self.cfg_only
+
+    @property
+    def hidden_size(self):
+        return self.config.hidden_size
+
+    @property
+    def num_patches(self):
+        return (self.config.image_size // self.config.patch_size) ** 2
diff --git a/llava/model/multimodal_encoder/languagebind/__init__.py b/llava/model/multimodal_encoder/languagebind/__init__.py
new file mode 100644
index 0000000000000000000000000000000000000000..5884cbe9c19f1444057aadd57ccb2f7ab87da1ad
--- /dev/null
+++ b/llava/model/multimodal_encoder/languagebind/__init__.py
@@ -0,0 +1,280 @@
+import torch
+from torch import nn
+from transformers import AutoConfig
+
+from .image.configuration_image import LanguageBindImageConfig
+from .image.modeling_image import LanguageBindImage
+from .image.tokenization_image import LanguageBindImageTokenizer
+from .image.processing_image import LanguageBindImageProcessor
+
+from .video.configuration_video import LanguageBindVideoConfig
+from .video.modeling_video import LanguageBindVideo
+from .video.tokenization_video import LanguageBindVideoTokenizer
+from .video.processing_video import LanguageBindVideoProcessor
+
+from .depth.configuration_depth import LanguageBindDepthConfig
+from .depth.modeling_depth import LanguageBindDepth
+from .depth.tokenization_depth import LanguageBindDepthTokenizer
+from .depth.processing_depth import LanguageBindDepthProcessor
+
+from .audio.configuration_audio import LanguageBindAudioConfig
+from .audio.modeling_audio import LanguageBindAudio
+from .audio.tokenization_audio import LanguageBindAudioTokenizer
+from .audio.processing_audio import LanguageBindAudioProcessor
+
+from .thermal.configuration_thermal import LanguageBindThermalConfig
+from .thermal.modeling_thermal import LanguageBindThermal
+from .thermal.tokenization_thermal import LanguageBindThermalTokenizer
+from .thermal.processing_thermal import LanguageBindThermalProcessor
+
+
+
+config_dict = {
+    'thermal': LanguageBindThermalConfig,
+    'image': LanguageBindImageConfig,
+    'video': LanguageBindVideoConfig,
+    'depth': LanguageBindDepthConfig,
+    'audio': LanguageBindAudioConfig
+}
+model_dict = {
+    'thermal': LanguageBindThermal,
+    'image': LanguageBindImage,
+    'video': LanguageBindVideo,
+    'depth': LanguageBindDepth,
+    'audio': LanguageBindAudio
+}
+transform_dict = {
+    'video': LanguageBindVideoProcessor,
+    'audio': LanguageBindAudioProcessor,
+    'depth': LanguageBindDepthProcessor,
+    'thermal': LanguageBindThermalProcessor,
+    'image': LanguageBindImageProcessor,
+}
+
+class LanguageBind(nn.Module):
+    def __init__(self, clip_type=('thermal', 'image', 'video', 'depth', 'audio'), use_temp=True, cache_dir='./cache_dir'):
+        super(LanguageBind, self).__init__()
+        self.use_temp = use_temp
+        self.modality_encoder = {}
+        self.modality_proj = {}
+        self.modality_scale = {}
+        self.modality_config = {}
+        for c in clip_type:
+            pretrained_ckpt = f'LanguageBind/LanguageBind_{c.capitalize()}'
+            model = model_dict[c].from_pretrained(pretrained_ckpt, cache_dir=cache_dir)
+            self.modality_encoder[c] = model.vision_model
+            self.modality_proj[c] = model.visual_projection
+            self.modality_scale[c] = model.logit_scale
+            self.modality_config[c] = model.config
+        self.modality_encoder['language'] = model.text_model
+        self.modality_proj['language'] = model.text_projection
+
+        self.modality_encoder = nn.ModuleDict(self.modality_encoder)
+        self.modality_proj = nn.ModuleDict(self.modality_proj)
+
+    def forward(self, inputs):
+        outputs = {}
+        for key, value in inputs.items():
+            value = self.modality_encoder[key](**value)[1]
+            value = self.modality_proj[key](value)
+            value = value / value.norm(p=2, dim=-1, keepdim=True)
+            if self.use_temp:
+                if key != 'language':
+                    value = value * self.modality_scale[key].exp()
+            outputs[key] = value
+        return outputs
+
+def to_device(x, device):
+    out_dict = {k: v.to(device) for k, v in x.items()}
+    return out_dict
+
+
+
+
+class LanguageBindImageTower(nn.Module):
+    def __init__(self, image_tower, args, delay_load=False, cache_dir='./cache_dir'):
+        super().__init__()
+
+        self.is_loaded = False
+
+        self.image_tower_name = image_tower
+        self.select_layer = args.mm_vision_select_layer
+        self.select_feature = getattr(args, 'mm_vision_select_feature', 'patch')
+
+        self.cache_dir = cache_dir
+
+        if not delay_load:
+            self.load_model()
+        else:
+            self.cfg_only = LanguageBindImageConfig.from_pretrained(self.image_tower_name, cache_dir=self.cache_dir)
+
+    ############################################################
+    def load_model(self):
+        model = LanguageBindImage.from_pretrained(self.image_tower_name, cache_dir=self.cache_dir)
+        self.image_tower = model.vision_model
+        self.image_tower.requires_grad_(False)
+
+        self.image_processor = LanguageBindImageProcessor(model.config)
+
+        self.is_loaded = True
+
+    def feature_select(self, image_forward_outs):
+        image_features = image_forward_outs.hidden_states[self.select_layer]
+        if self.select_feature == 'patch':
+            image_features = image_features[:, 1:]
+        elif self.select_feature == 'cls_patch':
+            image_features = image_features
+        else:
+            raise ValueError(f'Unexpected select feature: {self.select_feature}')
+        return image_features
+
+    @torch.no_grad()
+    def forward(self, images):
+        if type(images) is list:
+            image_features = []
+            for image in images:
+                image_forward_out = self.image_tower(image.to(device=self.device, dtype=self.dtype).unsqueeze(0), output_hidden_states=True)
+                image_feature = self.feature_select(image_forward_out).to(image.dtype)
+                image_features.append(image_feature)
+        else:
+            # print('images', images.shape)
+            image_forward_outs = self.image_tower(images.to(device=self.device, dtype=self.dtype), output_hidden_states=True)
+            # print('image_forward_outs', len(image_forward_outs), image_forward_outs[0].shape)
+            image_features = self.feature_select(image_forward_outs).to(images.dtype)
+            # print('image_features', image_features.shape)
+
+        return image_features
+
+    @property
+    def dummy_feature(self):
+        return torch.zeros(1, self.hidden_size, device=self.device, dtype=self.dtype)
+
+    @property
+    def dtype(self):
+        return self.image_tower.embeddings.class_embedding.dtype  #############
+
+    @property
+    def device(self):
+        return self.image_tower.embeddings.class_embedding.device  ##############
+
+    @property
+    def config(self):
+        if self.is_loaded:
+            return self.image_tower.config
+        else:
+            return self.cfg_only
+
+    @property
+    def hidden_size(self):
+        return self.config.hidden_size
+
+    @property
+    def num_patches(self):
+        return (self.config.image_size // self.config.patch_size) ** 2
+
+class temp_model(nn.Module):
+    def __init__(self):
+        super(temp_model, self).__init__()
+    def forward(self, **kwargs):
+        return torch.randn(25, 1, 256, 1024)
+
+
+class LanguageBindVideoTower(nn.Module):
+    def __init__(self, video_tower, args, delay_load=False, cache_dir='./cache_dir'):
+        super().__init__()
+
+        self.is_loaded = False
+
+        self.video_tower_name = video_tower
+        self.select_layer = args.mm_vision_select_layer
+        self.select_feature = getattr(args, 'mm_vision_select_feature', 'patch')
+
+        self.cache_dir = cache_dir
+
+        if not delay_load:
+            self.load_model()
+        else:
+            self.cfg_only = LanguageBindVideoConfig.from_pretrained(self.video_tower_name, cache_dir=self.cache_dir)
+
+    ############################################################
+    def load_model(self):
+        model = LanguageBindVideo.from_pretrained(self.video_tower_name, cache_dir=self.cache_dir)
+        self.video_processor = LanguageBindVideoProcessor(model.config)
+
+
+        # model = LanguageBindImage.from_pretrained('LanguageBind/LanguageBind_Image', cache_dir=self.cache_dir)
+        self.video_tower = model.vision_model
+        self.video_tower.requires_grad_(False)
+
+
+        self.is_loaded = True
+
+    # def feature_select(self, image_forward_outs):
+    #     image_features = image_forward_outs.hidden_states[self.select_layer]
+    #     if self.select_feature == 'patch':
+    #         image_features = image_features[:, 1:]
+    #     elif self.select_feature == 'cls_patch':
+    #         image_features = image_features
+    #     else:
+    #         raise ValueError(f'Unexpected select feature: {self.select_feature}')
+    #     return image_features
+
+    def feature_select(self, video_forward_outs):
+        # print('len(video_forward_outs.hidden_states)', len(video_forward_outs.hidden_states))
+        video_features = video_forward_outs.hidden_states[self.select_layer]  # b t n c
+        b, t, n, c = video_features.shape
+        # print('video_features', video_features.shape)
+        if self.select_feature == 'patch':
+            # video_features = video_features[:, 1:]
+            video_features = video_features[:, :, 1:]
+            video_features = video_features.reshape(b, -1, c)
+        elif self.select_feature == 'cls_patch':
+            # video_features = video_features
+            video_features = video_features.reshape(b, -1, c)
+        else:
+            raise ValueError(f'Unexpected select feature: {self.select_feature}')
+        return video_features
+
+    @torch.no_grad()
+    def forward(self, videos):
+        if type(videos) is list:
+            video_features = []
+            for video in videos:
+                video_forward_out = self.video_tower(video.to(device=self.device, dtype=self.dtype).unsqueeze(0), output_hidden_states=True)
+                video_feature = self.feature_select(video_forward_out).to(video.dtype)
+                video_features.append(video_feature)
+        else:
+            # print(11111111111, videos.shape)
+            video_forward_outs = self.video_tower(videos.to(device=self.device, dtype=self.dtype), output_hidden_states=True)
+            video_features = self.feature_select(video_forward_outs).to(videos.dtype)
+
+        return video_features
+
+    @property
+    def dummy_feature(self):
+        return torch.zeros(1, self.hidden_size, device=self.device, dtype=self.dtype)
+
+    @property
+    def dtype(self):
+        return self.video_tower.embeddings.class_embedding.dtype  #############
+        # return torch.randn(1).cuda().dtype
+
+    @property
+    def device(self):
+        return self.video_tower.embeddings.class_embedding.device  ##############
+        # return torch.randn(1).cuda().device
+
+    @property
+    def config(self):
+        if self.is_loaded:
+            return self.video_tower.config
+        else:
+            return self.cfg_only
+
+    @property
+    def hidden_size(self):
+        return self.config.hidden_size
+
+    @property
+    def num_patches(self):
+        return (self.config.image_size // self.config.patch_size) ** 2
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diff --git a/llava/model/multimodal_encoder/languagebind/audio/configuration_audio.py b/llava/model/multimodal_encoder/languagebind/audio/configuration_audio.py
new file mode 100644
index 0000000000000000000000000000000000000000..865a496cff50fbac855413220288cd996965468b
--- /dev/null
+++ b/llava/model/multimodal_encoder/languagebind/audio/configuration_audio.py
@@ -0,0 +1,430 @@
+import copy
+import os
+from typing import Union
+
+from transformers import PretrainedConfig
+from transformers.utils import logging
+
+logger = logging.get_logger(__name__)
+
+
+
+
+
+
+
+class CLIPTextConfig(PretrainedConfig):
+    r"""
+    This is the configuration class to store the configuration of a [`CLIPTextModel`]. It is used to instantiate a CLIP
+    text encoder according to the specified arguments, defining the model architecture. Instantiating a configuration
+    with the defaults will yield a similar configuration to that of the text encoder of the CLIP
+    [openai/clip-vit-base-patch32](https://huggingface.co/openai/clip-vit-base-patch32) architecture.
+
+    Configuration objects inherit from [`PretrainedConfig`] and can be used to control the model outputs. Read the
+    documentation from [`PretrainedConfig`] for more information.
+
+    Args:
+        vocab_size (`int`, *optional*, defaults to 49408):
+            Vocabulary size of the CLIP text model. Defines the number of different tokens that can be represented by
+            the `inputs_ids` passed when calling [`CLIPModel`].
+        hidden_size (`int`, *optional*, defaults to 512):
+            Dimensionality of the encoder layers and the pooler layer.
+        intermediate_size (`int`, *optional*, defaults to 2048):
+            Dimensionality of the "intermediate" (i.e., feed-forward) layer in the Transformer encoder.
+        num_hidden_layers (`int`, *optional*, defaults to 12):
+            Number of hidden layers in the Transformer encoder.
+        num_attention_heads (`int`, *optional*, defaults to 8):
+            Number of attention heads for each attention layer in the Transformer encoder.
+        max_position_embeddings (`int`, *optional*, defaults to 77):
+            The maximum sequence length that this model might ever be used with. Typically set this to something large
+            just in case (e.g., 512 or 1024 or 2048).
+        hidden_act (`str` or `function`, *optional*, defaults to `"quick_gelu"`):
+            The non-linear activation function (function or string) in the encoder and pooler. If string, `"gelu"`,
+            `"relu"`, `"selu"` and `"gelu_new"` `"quick_gelu"` are supported.
+        layer_norm_eps (`float`, *optional*, defaults to 1e-5):
+            The epsilon used by the layer normalization layers.
+        attention_dropout (`float`, *optional*, defaults to 0.0):
+            The dropout ratio for the attention probabilities.
+        initializer_range (`float`, *optional*, defaults to 0.02):
+            The standard deviation of the truncated_normal_initializer for initializing all weight matrices.
+        initializer_factor (`float`, *optional*, defaults to 1):
+            A factor for initializing all weight matrices (should be kept to 1, used internally for initialization
+            testing).
+
+    Example:
+
+    ```python
+    >>> from transformers import CLIPTextConfig, CLIPTextModel
+
+    >>> # Initializing a CLIPTextConfig with openai/clip-vit-base-patch32 style configuration
+    >>> configuration = CLIPTextConfig()
+
+    >>> # Initializing a CLIPTextModel (with random weights) from the openai/clip-vit-base-patch32 style configuration
+    >>> model = CLIPTextModel(configuration)
+
+    >>> # Accessing the model configuration
+    >>> configuration = model.config
+    ```"""
+    model_type = "clip_text_model"
+
+    def __init__(
+        self,
+        vocab_size=49408,
+        hidden_size=512,
+        intermediate_size=2048,
+        projection_dim=512,
+        num_hidden_layers=12,
+        num_attention_heads=8,
+        max_position_embeddings=77,
+        hidden_act="quick_gelu",
+        layer_norm_eps=1e-5,
+        attention_dropout=0.0,
+        initializer_range=0.02,
+        initializer_factor=1.0,
+        # This differs from `CLIPTokenizer`'s default and from openai/clip
+        # See https://github.com/huggingface/transformers/pull/24773#issuecomment-1632287538
+        pad_token_id=1,
+        bos_token_id=49406,
+        eos_token_id=49407,
+        **kwargs,
+    ):
+        super().__init__(pad_token_id=pad_token_id, bos_token_id=bos_token_id, eos_token_id=eos_token_id, **kwargs)
+
+        self.vocab_size = vocab_size
+        self.hidden_size = hidden_size
+        self.intermediate_size = intermediate_size
+        self.projection_dim = projection_dim
+        self.num_hidden_layers = num_hidden_layers
+        self.num_attention_heads = num_attention_heads
+        self.max_position_embeddings = max_position_embeddings
+        self.layer_norm_eps = layer_norm_eps
+        self.hidden_act = hidden_act
+        self.initializer_range = initializer_range
+        self.initializer_factor = initializer_factor
+        self.attention_dropout = attention_dropout
+        self.add_time_attn = False  ######################################
+
+    @classmethod
+    def from_pretrained(cls, pretrained_model_name_or_path: Union[str, os.PathLike], **kwargs) -> "PretrainedConfig":
+        cls._set_token_in_kwargs(kwargs)
+
+        config_dict, kwargs = cls.get_config_dict(pretrained_model_name_or_path, **kwargs)
+
+        # get the text config dict if we are loading from CLIPConfig
+        if config_dict.get("model_type") == "clip":
+            config_dict = config_dict["text_config"]
+
+        if "model_type" in config_dict and hasattr(cls, "model_type") and config_dict["model_type"] != cls.model_type:
+            logger.warning(
+                f"You are using a model of type {config_dict['model_type']} to instantiate a model of type "
+                f"{cls.model_type}. This is not supported for all configurations of models and can yield errors."
+            )
+
+        return cls.from_dict(config_dict, **kwargs)
+
+
+
+
+class CLIPVisionConfig(PretrainedConfig):
+    r"""
+    This is the configuration class to store the configuration of a [`CLIPVisionModel`]. It is used to instantiate a
+    CLIP vision encoder according to the specified arguments, defining the model architecture. Instantiating a
+    configuration with the defaults will yield a similar configuration to that of the vision encoder of the CLIP
+    [openai/clip-vit-base-patch32](https://huggingface.co/openai/clip-vit-base-patch32) architecture.
+
+    Configuration objects inherit from [`PretrainedConfig`] and can be used to control the model outputs. Read the
+    documentation from [`PretrainedConfig`] for more information.
+
+    Args:
+        hidden_size (`int`, *optional*, defaults to 768):
+            Dimensionality of the encoder layers and the pooler layer.
+        intermediate_size (`int`, *optional*, defaults to 3072):
+            Dimensionality of the "intermediate" (i.e., feed-forward) layer in the Transformer encoder.
+        num_hidden_layers (`int`, *optional*, defaults to 12):
+            Number of hidden layers in the Transformer encoder.
+        num_attention_heads (`int`, *optional*, defaults to 12):
+            Number of attention heads for each attention layer in the Transformer encoder.
+        image_size (`int`, *optional*, defaults to 224):
+            The size (resolution) of each image.
+        patch_size (`int`, *optional*, defaults to 32):
+            The size (resolution) of each patch.
+        hidden_act (`str` or `function`, *optional*, defaults to `"quick_gelu"`):
+            The non-linear activation function (function or string) in the encoder and pooler. If string, `"gelu"`,
+            `"relu"`, `"selu"` and `"gelu_new"` ``"quick_gelu"` are supported.
+        layer_norm_eps (`float`, *optional*, defaults to 1e-5):
+            The epsilon used by the layer normalization layers.
+        attention_dropout (`float`, *optional*, defaults to 0.0):
+            The dropout ratio for the attention probabilities.
+        initializer_range (`float`, *optional*, defaults to 0.02):
+            The standard deviation of the truncated_normal_initializer for initializing all weight matrices.
+        initializer_factor (`float`, *optional*, defaults to 1):
+            A factor for initializing all weight matrices (should be kept to 1, used internally for initialization
+            testing).
+
+    Example:
+
+    ```python
+    >>> from transformers import CLIPVisionConfig, CLIPVisionModel
+
+    >>> # Initializing a CLIPVisionConfig with openai/clip-vit-base-patch32 style configuration
+    >>> configuration = CLIPVisionConfig()
+
+    >>> # Initializing a CLIPVisionModel (with random weights) from the openai/clip-vit-base-patch32 style configuration
+    >>> model = CLIPVisionModel(configuration)
+
+    >>> # Accessing the model configuration
+    >>> configuration = model.config
+    ```"""
+
+    model_type = "clip_vision_model"
+
+    def __init__(
+        self,
+        hidden_size=768,
+        intermediate_size=3072,
+        projection_dim=512,
+        num_hidden_layers=12,
+        num_attention_heads=12,
+        num_channels=3,
+        image_size=224,
+        patch_size=32,
+        hidden_act="quick_gelu",
+        layer_norm_eps=1e-5,
+        attention_dropout=0.0,
+        initializer_range=0.02,
+        initializer_factor=1.0,
+
+        add_time_attn=False, ################################
+        num_frames=1, ################################
+        force_patch_dropout=0.0, ################################
+        lora_r=2, ################################
+        lora_alpha=16, ################################
+        lora_dropout=0.0, ################################
+        num_mel_bins=0.0, ################################
+        target_length=0.0, ################################
+        video_decode_backend='decord', #########################
+        audio_sample_rate=16000,
+        audio_mean=0.5,
+        audio_std=0.5,
+        **kwargs,
+    ):
+        super().__init__(**kwargs)
+
+        self.hidden_size = hidden_size
+        self.intermediate_size = intermediate_size
+        self.projection_dim = projection_dim
+        self.num_hidden_layers = num_hidden_layers
+        self.num_attention_heads = num_attention_heads
+        self.num_channels = num_channels
+        self.patch_size = patch_size
+        self.image_size = image_size
+        self.initializer_range = initializer_range
+        self.initializer_factor = initializer_factor
+        self.attention_dropout = attention_dropout
+        self.layer_norm_eps = layer_norm_eps
+        self.hidden_act = hidden_act
+
+        self.add_time_attn = add_time_attn  ################
+        self.num_frames = num_frames  ################
+        self.force_patch_dropout = force_patch_dropout  ################
+        self.lora_r = lora_r  ################
+        self.lora_alpha = lora_alpha  ################
+        self.lora_dropout = lora_dropout  ################
+        self.num_mel_bins = num_mel_bins  ################
+        self.target_length = target_length  ################
+        self.video_decode_backend = video_decode_backend  ################
+
+        self.audio_sample_rate = audio_sample_rate
+        self.audio_mean = audio_mean
+        self.audio_std = audio_std
+
+    @classmethod
+    def from_pretrained(cls, pretrained_model_name_or_path: Union[str, os.PathLike], **kwargs) -> "PretrainedConfig":
+        cls._set_token_in_kwargs(kwargs)
+
+        config_dict, kwargs = cls.get_config_dict(pretrained_model_name_or_path, **kwargs)
+
+        # get the vision config dict if we are loading from CLIPConfig
+        if config_dict.get("model_type") == "clip":
+            config_dict = config_dict["vision_config"]
+
+        if "model_type" in config_dict and hasattr(cls, "model_type") and config_dict["model_type"] != cls.model_type:
+            logger.warning(
+                f"You are using a model of type {config_dict['model_type']} to instantiate a model of type "
+                f"{cls.model_type}. This is not supported for all configurations of models and can yield errors."
+            )
+
+        return cls.from_dict(config_dict, **kwargs)
+
+
+class LanguageBindAudioConfig(PretrainedConfig):
+    r"""
+    [`CLIPConfig`] is the configuration class to store the configuration of a [`CLIPModel`]. It is used to instantiate
+    a CLIP model according to the specified arguments, defining the text model and vision model configs. Instantiating
+    a configuration with the defaults will yield a similar configuration to that of the CLIP
+    [openai/clip-vit-base-patch32](https://huggingface.co/openai/clip-vit-base-patch32) architecture.
+
+    Configuration objects inherit from [`PretrainedConfig`] and can be used to control the model outputs. Read the
+    documentation from [`PretrainedConfig`] for more information.
+
+    Args:
+        text_config (`dict`, *optional*):
+            Dictionary of configuration options used to initialize [`CLIPTextConfig`].
+        vision_config (`dict`, *optional*):
+            Dictionary of configuration options used to initialize [`CLIPVisionConfig`].
+        projection_dim (`int`, *optional*, defaults to 512):
+            Dimentionality of text and vision projection layers.
+        logit_scale_init_value (`float`, *optional*, defaults to 2.6592):
+            The inital value of the *logit_scale* paramter. Default is used as per the original CLIP implementation.
+        kwargs (*optional*):
+            Dictionary of keyword arguments.
+
+    Example:
+
+    ```python
+    >>> from transformers import CLIPConfig, CLIPModel
+
+    >>> # Initializing a CLIPConfig with openai/clip-vit-base-patch32 style configuration
+    >>> configuration = CLIPConfig()
+
+    >>> # Initializing a CLIPModel (with random weights) from the openai/clip-vit-base-patch32 style configuration
+    >>> model = CLIPModel(configuration)
+
+    >>> # Accessing the model configuration
+    >>> configuration = model.config
+
+    >>> # We can also initialize a CLIPConfig from a CLIPTextConfig and a CLIPVisionConfig
+    >>> from transformers import CLIPTextConfig, CLIPVisionConfig
+
+    >>> # Initializing a CLIPText and CLIPVision configuration
+    >>> config_text = CLIPTextConfig()
+    >>> config_vision = CLIPVisionConfig()
+
+    >>> config = CLIPConfig.from_text_vision_configs(config_text, config_vision)
+    ```"""
+
+    model_type = "LanguageBindAudio"
+    is_composition = True
+
+    def __init__(
+        self, text_config=None, vision_config=None, projection_dim=512, logit_scale_init_value=2.6592, **kwargs
+    ):
+        # If `_config_dict` exist, we use them for the backward compatibility.
+        # We pop out these 2 attributes before calling `super().__init__` to avoid them being saved (which causes a lot
+        # of confusion!).
+        text_config_dict = kwargs.pop("text_config_dict", None)
+        vision_config_dict = kwargs.pop("vision_config_dict", None)
+
+        super().__init__(**kwargs)
+
+        # Instead of simply assigning `[text|vision]_config_dict` to `[text|vision]_config`, we use the values in
+        # `[text|vision]_config_dict` to update the values in `[text|vision]_config`. The values should be same in most
+        # cases, but we don't want to break anything regarding `_config_dict` that existed before commit `8827e1b2`.
+        if text_config_dict is not None:
+            if text_config is None:
+                text_config = {}
+
+            # This is the complete result when using `text_config_dict`.
+            _text_config_dict = CLIPTextConfig(**text_config_dict).to_dict()
+
+            # Give a warning if the values exist in both `_text_config_dict` and `text_config` but being different.
+            for key, value in _text_config_dict.items():
+                if key in text_config and value != text_config[key] and key not in ["transformers_version"]:
+                    # If specified in `text_config_dict`
+                    if key in text_config_dict:
+                        message = (
+                            f"`{key}` is found in both `text_config_dict` and `text_config` but with different values. "
+                            f'The value `text_config_dict["{key}"]` will be used instead.'
+                        )
+                    # If inferred from default argument values (just to be super careful)
+                    else:
+                        message = (
+                            f"`text_config_dict` is provided which will be used to initialize `CLIPTextConfig`. The "
+                            f'value `text_config["{key}"]` will be overriden.'
+                        )
+                    logger.warning(message)
+
+            # Update all values in `text_config` with the ones in `_text_config_dict`.
+            text_config.update(_text_config_dict)
+
+        if vision_config_dict is not None:
+            if vision_config is None:
+                vision_config = {}
+
+            # This is the complete result when using `vision_config_dict`.
+            _vision_config_dict = CLIPVisionConfig(**vision_config_dict).to_dict()
+            # convert keys to string instead of integer
+            if "id2label" in _vision_config_dict:
+                _vision_config_dict["id2label"] = {
+                    str(key): value for key, value in _vision_config_dict["id2label"].items()
+                }
+
+            # Give a warning if the values exist in both `_vision_config_dict` and `vision_config` but being different.
+            for key, value in _vision_config_dict.items():
+                if key in vision_config and value != vision_config[key] and key not in ["transformers_version"]:
+                    # If specified in `vision_config_dict`
+                    if key in vision_config_dict:
+                        message = (
+                            f"`{key}` is found in both `vision_config_dict` and `vision_config` but with different "
+                            f'values. The value `vision_config_dict["{key}"]` will be used instead.'
+                        )
+                    # If inferred from default argument values (just to be super careful)
+                    else:
+                        message = (
+                            f"`vision_config_dict` is provided which will be used to initialize `CLIPVisionConfig`. "
+                            f'The value `vision_config["{key}"]` will be overriden.'
+                        )
+                    logger.warning(message)
+
+            # Update all values in `vision_config` with the ones in `_vision_config_dict`.
+            vision_config.update(_vision_config_dict)
+
+        if text_config is None:
+            text_config = {}
+            logger.info("`text_config` is `None`. Initializing the `CLIPTextConfig` with default values.")
+
+        if vision_config is None:
+            vision_config = {}
+            logger.info("`vision_config` is `None`. initializing the `CLIPVisionConfig` with default values.")
+
+        self.text_config = CLIPTextConfig(**text_config)
+        self.vision_config = CLIPVisionConfig(**vision_config)
+
+        self.projection_dim = projection_dim
+        self.logit_scale_init_value = logit_scale_init_value
+        self.initializer_factor = 1.0
+
+    @classmethod
+    def from_text_vision_configs(cls, text_config: CLIPTextConfig, vision_config: CLIPVisionConfig, **kwargs):
+        r"""
+        Instantiate a [`CLIPConfig`] (or a derived class) from clip text model configuration and clip vision model
+        configuration.
+
+        Returns:
+            [`CLIPConfig`]: An instance of a configuration object
+        """
+
+        return cls(text_config=text_config.to_dict(), vision_config=vision_config.to_dict(), **kwargs)
+
+    def to_dict(self):
+        """
+        Serializes this instance to a Python dictionary. Override the default [`~PretrainedConfig.to_dict`].
+
+        Returns:
+            `Dict[str, any]`: Dictionary of all the attributes that make up this configuration instance,
+        """
+        output = copy.deepcopy(self.__dict__)
+        output["text_config"] = self.text_config.to_dict()
+        output["vision_config"] = self.vision_config.to_dict()
+        output["model_type"] = self.__class__.model_type
+        return output
+
+
+
+
+
+
+
+
+
+
diff --git a/llava/model/multimodal_encoder/languagebind/audio/modeling_audio.py b/llava/model/multimodal_encoder/languagebind/audio/modeling_audio.py
new file mode 100644
index 0000000000000000000000000000000000000000..908ab43e852ccfbdf3a6b4e7546b9f0d11aac78e
--- /dev/null
+++ b/llava/model/multimodal_encoder/languagebind/audio/modeling_audio.py
@@ -0,0 +1,1030 @@
+import math
+from typing import Optional, Tuple, Union
+
+import torch
+from einops import rearrange
+from peft import LoraConfig, get_peft_model
+from torch import nn
+from torch.nn import functional as F
+from transformers import PreTrainedModel, add_start_docstrings
+from transformers.modeling_outputs import BaseModelOutput, BaseModelOutputWithPooling
+from transformers.models.clip.modeling_clip import CLIPMLP, CLIPAttention, CLIPTextEmbeddings, CLIPVisionEmbeddings, \
+    CLIPVisionModelWithProjection, CLIPTextModelWithProjection, _expand_mask, CLIPOutput, clip_loss
+from transformers.utils import add_start_docstrings_to_model_forward, replace_return_docstrings
+
+from .configuration_audio import LanguageBindAudioConfig, CLIPVisionConfig, CLIPTextConfig
+
+
+
+class PatchDropout(nn.Module):
+    """
+    https://arxiv.org/abs/2212.00794
+    """
+
+    def __init__(self, prob, exclude_first_token=True):
+        super().__init__()
+        assert 0 <= prob < 1.
+        self.prob = prob
+        self.exclude_first_token = exclude_first_token  # exclude CLS token
+
+    def forward(self, x, B, T):
+        if not self.training or self.prob == 0.:
+            return x
+
+        if self.exclude_first_token:
+            cls_tokens, x = x[:, :1], x[:, 1:]
+        else:
+            cls_tokens = torch.jit.annotate(torch.Tensor, x[:, :1])
+
+        batch = x.size()[0]
+        num_tokens = x.size()[1]
+
+        batch_indices = torch.arange(batch)
+        batch_indices = batch_indices[..., None]
+
+        keep_prob = 1 - self.prob
+        num_patches_keep = max(1, int(num_tokens * keep_prob))
+
+        if T == 1:
+            rand = torch.randn(batch, num_tokens)
+            patch_indices_keep = rand.topk(num_patches_keep, dim=-1).indices
+        else:
+            rand = torch.randn(B, num_tokens)
+            patch_indices_keep = rand.topk(num_patches_keep, dim=-1).indices
+            patch_indices_keep = patch_indices_keep.unsqueeze(1).repeat(1, T, 1)
+            patch_indices_keep = rearrange(patch_indices_keep, 'b t n -> (b t) n')
+
+
+        x = x[batch_indices, patch_indices_keep]
+
+        if self.exclude_first_token:
+            x = torch.cat((cls_tokens, x), dim=1)
+
+        return x
+
+class CLIPEncoderLayer(nn.Module):
+    def __init__(self, config: LanguageBindAudioConfig):
+        super().__init__()
+        self.embed_dim = config.hidden_size
+        self.self_attn = CLIPAttention(config)
+        self.layer_norm1 = nn.LayerNorm(self.embed_dim, eps=config.layer_norm_eps)
+        self.mlp = CLIPMLP(config)
+        self.layer_norm2 = nn.LayerNorm(self.embed_dim, eps=config.layer_norm_eps)
+
+        self.add_time_attn = config.add_time_attn
+        if self.add_time_attn:
+            self.t = config.num_frames
+            self.temporal_embedding = nn.Parameter(torch.zeros(1, config.num_frames, config.hidden_size))
+            nn.init.normal_(self.temporal_embedding, std=config.hidden_size ** -0.5)
+
+            self.embed_dim = config.hidden_size
+            self.temporal_attn = CLIPAttention(config)
+            self.temporal_layer_norm1 = nn.LayerNorm(self.embed_dim, eps=config.layer_norm_eps)
+            self.temporal_mlp = CLIPMLP(config)
+            self.temporal_layer_norm2 = nn.LayerNorm(self.embed_dim, eps=config.layer_norm_eps)
+
+    def forward(
+        self,
+        hidden_states: torch.Tensor,
+        attention_mask: torch.Tensor,
+        causal_attention_mask: torch.Tensor,
+        output_attentions: Optional[bool] = False,
+    ) -> Tuple[torch.FloatTensor]:
+        """
+        Args:
+            hidden_states (`torch.FloatTensor`): input to the layer of shape `(batch, seq_len, embed_dim)`
+            attention_mask (`torch.FloatTensor`): attention mask of size
+                `(batch, 1, tgt_len, src_len)` where padding elements are indicated by very large negative values.
+                `(config.encoder_attention_heads,)`.
+            output_attentions (`bool`, *optional*):
+                Whether or not to return the attentions tensors of all attention layers. See `attentions` under
+                returned tensors for more detail.
+        """
+
+
+        if self.add_time_attn:
+            bt, n, d = hidden_states.shape
+            t = self.t
+
+            # time embed
+            if t != 1:
+                n = hidden_states.shape[1]
+                hidden_states = rearrange(hidden_states, '(b t) n d -> (b n) t d', t=t)
+                hidden_states = hidden_states + self.temporal_embedding[:, :t, :]
+                hidden_states = rearrange(hidden_states, '(b n) t d -> (b t) n d', n=n)
+
+            # time attn
+            residual = hidden_states
+            hidden_states = rearrange(hidden_states, '(b t) n d -> (b n) t d', t=t)
+            # hidden_states = self.layer_norm1(hidden_states)  # share layernorm
+            hidden_states = self.temporal_layer_norm1(hidden_states)
+            hidden_states, attn_weights = self.temporal_attn(
+                hidden_states=hidden_states,
+                attention_mask=attention_mask,
+                causal_attention_mask=causal_attention_mask,
+                output_attentions=output_attentions,
+            )
+            hidden_states = residual + rearrange(hidden_states, '(b n) t d -> (b t) n d', n=n)
+
+            residual = hidden_states
+            hidden_states = rearrange(hidden_states, '(b t) n d -> (b n) t d', t=t)
+            # hidden_states = self.layer_norm2(hidden_states)  # share layernorm
+            hidden_states = self.temporal_layer_norm2(hidden_states)
+            hidden_states = self.temporal_mlp(hidden_states)
+            hidden_states = residual + rearrange(hidden_states, '(b n) t d -> (b t) n d', n=n)
+
+        # spatial attn
+        residual = hidden_states
+
+        hidden_states = self.layer_norm1(hidden_states)
+        hidden_states, attn_weights = self.self_attn(
+            hidden_states=hidden_states,
+            attention_mask=attention_mask,
+            causal_attention_mask=causal_attention_mask,
+            output_attentions=output_attentions,
+        )
+        hidden_states = residual + hidden_states
+
+        residual = hidden_states
+        hidden_states = self.layer_norm2(hidden_states)
+        hidden_states = self.mlp(hidden_states)
+        hidden_states = residual + hidden_states
+
+        outputs = (hidden_states,)
+
+        if output_attentions:
+            outputs += (attn_weights,)
+
+        return outputs
+
+
+
+
+
+
+
+
+
+class CLIPPreTrainedModel(PreTrainedModel):
+    """
+    An abstract class to handle weights initialization and a simple interface for downloading and loading pretrained
+    models.
+    """
+
+    config_class = LanguageBindAudioConfig
+    base_model_prefix = "clip"
+    supports_gradient_checkpointing = True
+    _keys_to_ignore_on_load_missing = [r"position_ids"]
+
+    def _init_weights(self, module):
+        """Initialize the weights"""
+        factor = self.config.initializer_factor
+        if isinstance(module, CLIPTextEmbeddings):
+            module.token_embedding.weight.data.normal_(mean=0.0, std=factor * 0.02)
+            module.position_embedding.weight.data.normal_(mean=0.0, std=factor * 0.02)
+        elif isinstance(module, CLIPVisionEmbeddings):
+            factor = self.config.initializer_factor
+            nn.init.normal_(module.class_embedding, mean=0.0, std=module.embed_dim**-0.5 * factor)
+            nn.init.normal_(module.patch_embedding.weight, std=module.config.initializer_range * factor)
+            nn.init.normal_(module.position_embedding.weight, std=module.config.initializer_range * factor)
+        elif isinstance(module, CLIPAttention):
+            factor = self.config.initializer_factor
+            in_proj_std = (module.embed_dim**-0.5) * ((2 * module.config.num_hidden_layers) ** -0.5) * factor
+            out_proj_std = (module.embed_dim**-0.5) * factor
+            nn.init.normal_(module.q_proj.weight, std=in_proj_std)
+            nn.init.normal_(module.k_proj.weight, std=in_proj_std)
+            nn.init.normal_(module.v_proj.weight, std=in_proj_std)
+            nn.init.normal_(module.out_proj.weight, std=out_proj_std)
+        elif isinstance(module, CLIPMLP):
+            factor = self.config.initializer_factor
+            in_proj_std = (
+                (module.config.hidden_size**-0.5) * ((2 * module.config.num_hidden_layers) ** -0.5) * factor
+            )
+            fc_std = (2 * module.config.hidden_size) ** -0.5 * factor
+            nn.init.normal_(module.fc1.weight, std=fc_std)
+            nn.init.normal_(module.fc2.weight, std=in_proj_std)
+        elif isinstance(module, LanguageBindAudio):
+            nn.init.normal_(
+                module.text_projection.weight,
+                std=module.text_embed_dim**-0.5 * self.config.initializer_factor,
+            )
+            nn.init.normal_(
+                module.visual_projection.weight,
+                std=module.vision_embed_dim**-0.5 * self.config.initializer_factor,
+            )
+        elif isinstance(module, CLIPVisionModelWithProjection):
+            nn.init.normal_(
+                module.visual_projection.weight,
+                std=self.config.hidden_size**-0.5 * self.config.initializer_factor,
+            )
+        elif isinstance(module, CLIPTextModelWithProjection):
+            nn.init.normal_(
+                module.text_projection.weight,
+                std=self.config.hidden_size**-0.5 * self.config.initializer_factor,
+            )
+
+        if isinstance(module, nn.LayerNorm):
+            module.bias.data.zero_()
+            module.weight.data.fill_(1.0)
+        if isinstance(module, nn.Linear) and module.bias is not None:
+            module.bias.data.zero_()
+
+    def _set_gradient_checkpointing(self, module, value=False):
+        if isinstance(module, CLIPEncoder):
+            module.gradient_checkpointing = value
+
+
+CLIP_START_DOCSTRING = r"""
+    This model inherits from [`PreTrainedModel`]. Check the superclass documentation for the generic methods the
+    library implements for all its model (such as downloading or saving, resizing the input embeddings, pruning heads
+    etc.)
+
+    This model is also a PyTorch [torch.nn.Module](https://pytorch.org/docs/stable/nn.html#torch.nn.Module) subclass.
+    Use it as a regular PyTorch Module and refer to the PyTorch documentation for all matter related to general usage
+    and behavior.
+
+    Parameters:
+        config ([`CLIPConfig`]): Model configuration class with all the parameters of the model.
+            Initializing with a config file does not load the weights associated with the model, only the
+            configuration. Check out the [`~PreTrainedModel.from_pretrained`] method to load the model weights.
+"""
+
+CLIP_TEXT_INPUTS_DOCSTRING = r"""
+    Args:
+        input_ids (`torch.LongTensor` of shape `(batch_size, sequence_length)`):
+            Indices of input sequence tokens in the vocabulary. Padding will be ignored by default should you provide
+            it.
+
+            Indices can be obtained using [`AutoTokenizer`]. See [`PreTrainedTokenizer.encode`] and
+            [`PreTrainedTokenizer.__call__`] for details.
+
+            [What are input IDs?](../glossary#input-ids)
+        attention_mask (`torch.Tensor` of shape `(batch_size, sequence_length)`, *optional*):
+            Mask to avoid performing attention on padding token indices. Mask values selected in `[0, 1]`:
+
+            - 1 for tokens that are **not masked**,
+            - 0 for tokens that are **masked**.
+
+            [What are attention masks?](../glossary#attention-mask)
+        position_ids (`torch.LongTensor` of shape `(batch_size, sequence_length)`, *optional*):
+            Indices of positions of each input sequence tokens in the position embeddings. Selected in the range `[0,
+            config.max_position_embeddings - 1]`.
+
+            [What are position IDs?](../glossary#position-ids)
+        output_attentions (`bool`, *optional*):
+            Whether or not to return the attentions tensors of all attention layers. See `attentions` under returned
+            tensors for more detail.
+        output_hidden_states (`bool`, *optional*):
+            Whether or not to return the hidden states of all layers. See `hidden_states` under returned tensors for
+            more detail.
+        return_dict (`bool`, *optional*):
+            Whether or not to return a [`~utils.ModelOutput`] instead of a plain tuple.
+"""
+
+CLIP_VISION_INPUTS_DOCSTRING = r"""
+    Args:
+        pixel_values (`torch.FloatTensor` of shape `(batch_size, num_channels, height, width)`):
+            Pixel values. Padding will be ignored by default should you provide it. Pixel values can be obtained using
+            [`AutoImageProcessor`]. See [`CLIPImageProcessor.__call__`] for details.
+        output_attentions (`bool`, *optional*):
+            Whether or not to return the attentions tensors of all attention layers. See `attentions` under returned
+            tensors for more detail.
+        output_hidden_states (`bool`, *optional*):
+            Whether or not to return the hidden states of all layers. See `hidden_states` under returned tensors for
+            more detail.
+        return_dict (`bool`, *optional*):
+            Whether or not to return a [`~utils.ModelOutput`] instead of a plain tuple.
+"""
+
+CLIP_INPUTS_DOCSTRING = r"""
+    Args:
+        input_ids (`torch.LongTensor` of shape `(batch_size, sequence_length)`):
+            Indices of input sequence tokens in the vocabulary. Padding will be ignored by default should you provide
+            it.
+
+            Indices can be obtained using [`AutoTokenizer`]. See [`PreTrainedTokenizer.encode`] and
+            [`PreTrainedTokenizer.__call__`] for details.
+
+            [What are input IDs?](../glossary#input-ids)
+        attention_mask (`torch.Tensor` of shape `(batch_size, sequence_length)`, *optional*):
+            Mask to avoid performing attention on padding token indices. Mask values selected in `[0, 1]`:
+
+            - 1 for tokens that are **not masked**,
+            - 0 for tokens that are **masked**.
+
+            [What are attention masks?](../glossary#attention-mask)
+        position_ids (`torch.LongTensor` of shape `(batch_size, sequence_length)`, *optional*):
+            Indices of positions of each input sequence tokens in the position embeddings. Selected in the range `[0,
+            config.max_position_embeddings - 1]`.
+
+            [What are position IDs?](../glossary#position-ids)
+        pixel_values (`torch.FloatTensor` of shape `(batch_size, num_channels, height, width)`):
+            Pixel values. Padding will be ignored by default should you provide it. Pixel values can be obtained using
+            [`AutoImageProcessor`]. See [`CLIPImageProcessor.__call__`] for details.
+        return_loss (`bool`, *optional*):
+            Whether or not to return the contrastive loss.
+        output_attentions (`bool`, *optional*):
+            Whether or not to return the attentions tensors of all attention layers. See `attentions` under returned
+            tensors for more detail.
+        output_hidden_states (`bool`, *optional*):
+            Whether or not to return the hidden states of all layers. See `hidden_states` under returned tensors for
+            more detail.
+        return_dict (`bool`, *optional*):
+            Whether or not to return a [`~utils.ModelOutput`] instead of a plain tuple.
+"""
+
+
+class CLIPEncoder(nn.Module):
+    """
+    Transformer encoder consisting of `config.num_hidden_layers` self attention layers. Each layer is a
+    [`CLIPEncoderLayer`].
+
+    Args:
+        config: CLIPConfig
+    """
+
+    def __init__(self, config: LanguageBindAudioConfig):
+        super().__init__()
+        self.config = config
+        self.layers = nn.ModuleList([CLIPEncoderLayer(config) for _ in range(config.num_hidden_layers)])
+        self.gradient_checkpointing = False
+
+    def forward(
+        self,
+        inputs_embeds,
+        attention_mask: Optional[torch.Tensor] = None,
+        causal_attention_mask: Optional[torch.Tensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutput]:
+        r"""
+        Args:
+            inputs_embeds (`torch.FloatTensor` of shape `(batch_size, sequence_length, hidden_size)`):
+                Optionally, instead of passing `input_ids` you can choose to directly pass an embedded representation.
+                This is useful if you want more control over how to convert `input_ids` indices into associated vectors
+                than the model's internal embedding lookup matrix.
+            attention_mask (`torch.Tensor` of shape `(batch_size, sequence_length)`, *optional*):
+                Mask to avoid performing attention on padding token indices. Mask values selected in `[0, 1]`:
+
+                - 1 for tokens that are **not masked**,
+                - 0 for tokens that are **masked**.
+
+                [What are attention masks?](../glossary#attention-mask)
+            causal_attention_mask (`torch.Tensor` of shape `(batch_size, sequence_length)`, *optional*):
+                Causal mask for the text model. Mask values selected in `[0, 1]`:
+
+                - 1 for tokens that are **not masked**,
+                - 0 for tokens that are **masked**.
+
+                [What are attention masks?](../glossary#attention-mask)
+            output_attentions (`bool`, *optional*):
+                Whether or not to return the attentions tensors of all attention layers. See `attentions` under
+                returned tensors for more detail.
+            output_hidden_states (`bool`, *optional*):
+                Whether or not to return the hidden states of all layers. See `hidden_states` under returned tensors
+                for more detail.
+            return_dict (`bool`, *optional*):
+                Whether or not to return a [`~utils.ModelOutput`] instead of a plain tuple.
+        """
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        encoder_states = () if output_hidden_states else None
+        all_attentions = () if output_attentions else None
+
+        hidden_states = inputs_embeds
+        for idx, encoder_layer in enumerate(self.layers):
+            if output_hidden_states:
+                encoder_states = encoder_states + (hidden_states,)
+            if self.gradient_checkpointing and self.training:
+
+                def create_custom_forward(module):
+                    def custom_forward(*inputs):
+                        return module(*inputs, output_attentions)
+
+                    return custom_forward
+
+                layer_outputs = torch.utils.checkpoint.checkpoint(
+                    create_custom_forward(encoder_layer),
+                    hidden_states,
+                    attention_mask,
+                    causal_attention_mask,
+                )
+            else:
+                layer_outputs = encoder_layer(
+                    hidden_states,
+                    attention_mask,
+                    causal_attention_mask,
+                    output_attentions=output_attentions,
+                )
+
+            hidden_states = layer_outputs[0]
+
+            if output_attentions:
+                all_attentions = all_attentions + (layer_outputs[1],)
+
+        if output_hidden_states:
+            encoder_states = encoder_states + (hidden_states,)
+
+        if not return_dict:
+            return tuple(v for v in [hidden_states, encoder_states, all_attentions] if v is not None)
+        return BaseModelOutput(
+            last_hidden_state=hidden_states, hidden_states=encoder_states, attentions=all_attentions
+        )
+
+
+# Copied from transformers.models.bart.modeling_bart._make_causal_mask
+def _make_causal_mask(
+    input_ids_shape: torch.Size, dtype: torch.dtype, device: torch.device, past_key_values_length: int = 0
+):
+    """
+    Make causal mask used for bi-directional self-attention.
+    """
+    bsz, tgt_len = input_ids_shape
+    mask = torch.full((tgt_len, tgt_len), torch.finfo(dtype).min, device=device)
+    mask_cond = torch.arange(mask.size(-1), device=device)
+    mask.masked_fill_(mask_cond < (mask_cond + 1).view(mask.size(-1), 1), 0)
+    mask = mask.to(dtype)
+
+    if past_key_values_length > 0:
+        mask = torch.cat([torch.zeros(tgt_len, past_key_values_length, dtype=dtype, device=device), mask], dim=-1)
+    return mask[None, None, :, :].expand(bsz, 1, tgt_len, tgt_len + past_key_values_length)
+
+
+class CLIPTextTransformer(nn.Module):
+    def __init__(self, config: CLIPTextConfig):
+        super().__init__()
+        self.config = config
+        embed_dim = config.hidden_size
+        self.embeddings = CLIPTextEmbeddings(config)
+        self.encoder = CLIPEncoder(config)
+        self.final_layer_norm = nn.LayerNorm(embed_dim, eps=config.layer_norm_eps)
+
+    @add_start_docstrings_to_model_forward(CLIP_TEXT_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=BaseModelOutputWithPooling, config_class=CLIPTextConfig)
+    def forward(
+        self,
+        input_ids: Optional[torch.Tensor] = None,
+        attention_mask: Optional[torch.Tensor] = None,
+        position_ids: Optional[torch.Tensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutputWithPooling]:
+        r"""
+        Returns:
+
+        """
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        if input_ids is None:
+            raise ValueError("You have to specify input_ids")
+
+        input_shape = input_ids.size()
+        input_ids = input_ids.view(-1, input_shape[-1])
+
+        hidden_states = self.embeddings(input_ids=input_ids, position_ids=position_ids)
+
+        # CLIP's text model uses causal mask, prepare it here.
+        # https://github.com/openai/CLIP/blob/cfcffb90e69f37bf2ff1e988237a0fbe41f33c04/clip/model.py#L324
+        causal_attention_mask = _make_causal_mask(input_shape, hidden_states.dtype, device=hidden_states.device)
+        # expand attention_mask
+        if attention_mask is not None:
+            # [bsz, seq_len] -> [bsz, 1, tgt_seq_len, src_seq_len]
+            attention_mask = _expand_mask(attention_mask, hidden_states.dtype)
+
+        encoder_outputs = self.encoder(
+            inputs_embeds=hidden_states,
+            attention_mask=attention_mask,
+            causal_attention_mask=causal_attention_mask,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        last_hidden_state = encoder_outputs[0]
+        last_hidden_state = self.final_layer_norm(last_hidden_state)
+
+        # text_embeds.shape = [batch_size, sequence_length, transformer.width]
+        # take features from the eot embedding (eot_token is the highest number in each sequence)
+        # casting to torch.int for onnx compatibility: argmax doesn't support int64 inputs with opset 14
+        pooled_output = last_hidden_state[
+            torch.arange(last_hidden_state.shape[0], device=last_hidden_state.device),
+            input_ids.to(dtype=torch.int, device=last_hidden_state.device).argmax(dim=-1),
+        ]
+
+        if not return_dict:
+            return (last_hidden_state, pooled_output) + encoder_outputs[1:]
+
+        return BaseModelOutputWithPooling(
+            last_hidden_state=last_hidden_state,
+            pooler_output=pooled_output,
+            hidden_states=encoder_outputs.hidden_states,
+            attentions=encoder_outputs.attentions,
+        )
+
+
+@add_start_docstrings(
+    """The text model from CLIP without any head or projection on top.""",
+    CLIP_START_DOCSTRING,
+)
+class CLIPTextModel(CLIPPreTrainedModel):
+    config_class = CLIPTextConfig
+
+    _no_split_modules = ["CLIPEncoderLayer"]
+
+    def __init__(self, config: CLIPTextConfig):
+        super().__init__(config)
+        self.text_model = CLIPTextTransformer(config)
+        # Initialize weights and apply final processing
+        self.post_init()
+
+    def get_input_embeddings(self) -> nn.Module:
+        return self.text_model.embeddings.token_embedding
+
+    def set_input_embeddings(self, value):
+        self.text_model.embeddings.token_embedding = value
+
+    @add_start_docstrings_to_model_forward(CLIP_TEXT_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=BaseModelOutputWithPooling, config_class=CLIPTextConfig)
+    def forward(
+        self,
+        input_ids: Optional[torch.Tensor] = None,
+        attention_mask: Optional[torch.Tensor] = None,
+        position_ids: Optional[torch.Tensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutputWithPooling]:
+        r"""
+        Returns:
+
+        Examples:
+
+        ```python
+        >>> from transformers import AutoTokenizer, CLIPTextModel
+
+        >>> model = CLIPTextModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> tokenizer = AutoTokenizer.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> inputs = tokenizer(["a photo of a cat", "a photo of a dog"], padding=True, return_tensors="pt")
+
+        >>> outputs = model(**inputs)
+        >>> last_hidden_state = outputs.last_hidden_state
+        >>> pooled_output = outputs.pooler_output  # pooled (EOS token) states
+        ```"""
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        return self.text_model(
+            input_ids=input_ids,
+            attention_mask=attention_mask,
+            position_ids=position_ids,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+
+class CLIPVisionTransformer(nn.Module):
+    def __init__(self, config: CLIPVisionConfig):
+        super().__init__()
+        self.config = config
+        embed_dim = config.hidden_size
+
+        self.embeddings = CLIPVisionEmbeddings(config)
+        self.patch_dropout = PatchDropout(config.force_patch_dropout)
+        self.pre_layrnorm = nn.LayerNorm(embed_dim, eps=config.layer_norm_eps)
+        self.encoder = CLIPEncoder(config)
+        self.post_layernorm = nn.LayerNorm(embed_dim, eps=config.layer_norm_eps)
+
+    @add_start_docstrings_to_model_forward(CLIP_VISION_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=BaseModelOutputWithPooling, config_class=CLIPVisionConfig)
+    def forward(
+        self,
+        pixel_values: Optional[torch.FloatTensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutputWithPooling]:
+        r"""
+        Returns:
+
+        """
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        if pixel_values is None:
+            raise ValueError("You have to specify pixel_values")
+        ######################################
+        if len(pixel_values.shape) == 7:
+            b_new, pair_new, T, bs_new, channel_new, h_new, w_new = pixel_values.shape
+            # print(pixel_values.shape)
+            B = b_new * pair_new * bs_new
+            pixel_values = pixel_values.reshape(B*T, channel_new, h_new, w_new)
+
+        elif len(pixel_values.shape) == 5:
+            B, _, T, _, _ = pixel_values.shape
+            # print(pixel_values.shape)
+            pixel_values = rearrange(pixel_values, 'b c t h w -> (b t) c h w')
+        else:
+            # print(pixel_values.shape)
+            B, _, _, _ = pixel_values.shape
+            T = 1
+        ###########################
+        hidden_states = self.embeddings(pixel_values)
+
+        hidden_states = self.patch_dropout(hidden_states, B, T)  ##############################################
+
+        hidden_states = self.pre_layrnorm(hidden_states)
+
+        encoder_outputs = self.encoder(
+            inputs_embeds=hidden_states,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        last_hidden_state = encoder_outputs[0]
+        pooled_output = last_hidden_state[:, 0, :]
+        pooled_output = self.post_layernorm(pooled_output)
+
+        pooled_output = pooled_output.reshape(B, T, -1).mean(1) ################################
+
+        if not return_dict:
+            return (last_hidden_state, pooled_output) + encoder_outputs[1:]
+
+        return BaseModelOutputWithPooling(
+            last_hidden_state=last_hidden_state,
+            pooler_output=pooled_output,
+            hidden_states=encoder_outputs.hidden_states,
+            attentions=encoder_outputs.attentions,
+        )
+
+
+@add_start_docstrings(
+    """The vision model from CLIP without any head or projection on top.""",
+    CLIP_START_DOCSTRING,
+)
+class CLIPVisionModel(CLIPPreTrainedModel):
+    config_class = CLIPVisionConfig
+    main_input_name = "pixel_values"
+
+    def __init__(self, config: CLIPVisionConfig):
+        super().__init__(config)
+        self.vision_model = CLIPVisionTransformer(config)
+        # Initialize weights and apply final processing
+        self.post_init()
+
+    def get_input_embeddings(self) -> nn.Module:
+        return self.vision_model.embeddings.patch_embedding
+
+    @add_start_docstrings_to_model_forward(CLIP_VISION_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=BaseModelOutputWithPooling, config_class=CLIPVisionConfig)
+    def forward(
+        self,
+        pixel_values: Optional[torch.FloatTensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutputWithPooling]:
+        r"""
+        Returns:
+
+        Examples:
+
+        ```python
+        >>> from PIL import Image
+        >>> import requests
+        >>> from transformers import AutoProcessor, CLIPVisionModel
+
+        >>> model = CLIPVisionModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> processor = AutoProcessor.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> url = "http://images.cocodataset.org/val2017/000000039769.jpg"
+        >>> image = Image.open(requests.get(url, stream=True).raw)
+
+        >>> inputs = processor(images=image, return_tensors="pt")
+
+        >>> outputs = model(**inputs)
+        >>> last_hidden_state = outputs.last_hidden_state
+        >>> pooled_output = outputs.pooler_output  # pooled CLS states
+        ```"""
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        return self.vision_model(
+            pixel_values=pixel_values,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+
+@add_start_docstrings(CLIP_START_DOCSTRING)
+class LanguageBindAudio(CLIPPreTrainedModel):
+    config_class = LanguageBindAudioConfig
+
+    def __init__(self, config: LanguageBindAudioConfig):
+        super().__init__(config)
+
+        if not isinstance(config.text_config, CLIPTextConfig):
+            raise ValueError(
+                "config.text_config is expected to be of type CLIPTextConfig but is of type"
+                f" {type(config.text_config)}."
+            )
+
+        if not isinstance(config.vision_config, CLIPVisionConfig):
+            raise ValueError(
+                "config.vision_config is expected to be of type CLIPVisionConfig but is of type"
+                f" {type(config.vision_config)}."
+            )
+
+        text_config = config.text_config
+        vision_config = config.vision_config
+        self.add_time_attn = vision_config.add_time_attn
+        self.lora_r = vision_config.lora_r
+        self.lora_alpha = vision_config.lora_alpha
+        self.lora_dropout = vision_config.lora_dropout
+
+        self.projection_dim = config.projection_dim
+        self.text_embed_dim = text_config.hidden_size
+        self.vision_embed_dim = vision_config.hidden_size
+
+        self.text_model = CLIPTextTransformer(text_config)
+        self.vision_model = CLIPVisionTransformer(vision_config)
+
+        self.visual_projection = nn.Linear(self.vision_embed_dim, self.projection_dim, bias=False)
+        self.text_projection = nn.Linear(self.text_embed_dim, self.projection_dim, bias=False)
+        self.logit_scale = nn.Parameter(torch.tensor(self.config.logit_scale_init_value))
+
+        # Initialize weights and apply final processing
+        self.post_init()
+        self.convert_to_lora()
+        self.resize_pos(self.vision_model.embeddings, vision_config)
+
+    def convert_to_lora(self):
+        if self.lora_r == 0:
+            return
+        if self.add_time_attn:
+            target_modules = ["temporal_attn.k_proj", "temporal_attn.v_proj",
+                              "temporal_attn.q_proj", "temporal_attn.out_proj",
+                              "temporal_mlp.fc1", "temporal_mlp.fc2"]
+        else:
+            target_modules = ["k_proj", "v_proj", "q_proj", "out_proj"]
+        config = LoraConfig(
+            r=self.lora_r,  # 16
+            lora_alpha=self.lora_alpha,  # 16
+            target_modules=target_modules,  # self_attn.out_proj
+            lora_dropout=self.lora_dropout,  # 0.1
+            bias="none",
+            modules_to_save=[],
+        )
+        self.vision_model.encoder.is_gradient_checkpointing = False
+        self.vision_model.encoder = get_peft_model(self.vision_model.encoder, config)
+
+    def resize_pos(self, m, vision_config):
+        # convert embedding
+        if vision_config.num_mel_bins!=0 and vision_config.target_length!=0:
+            m.image_size = [vision_config.num_mel_bins, vision_config.target_length]
+        m.config.image_size = [m.image_size, m.image_size] if isinstance(m.image_size, int) else m.image_size
+        # pos resize
+        old_pos_embed_state_dict = m.position_embedding.state_dict()
+        old_pos_embed = old_pos_embed_state_dict['weight']
+        dtype = old_pos_embed.dtype
+        grid_size = [m.config.image_size[0] // m.patch_size, m.config.image_size[1] // m.patch_size]
+        extra_tokens = 1  # FIXME detect different token configs (ie no class token, or more)
+        new_seq_len = grid_size[0] * grid_size[1] + extra_tokens
+        if new_seq_len == old_pos_embed.shape[0]:
+            # m.to(args.device)
+            return
+
+        m.num_patches = grid_size[0] * grid_size[1]
+        m.num_positions = m.num_patches + 1
+        m.register_buffer("position_ids", torch.arange(m.num_positions).expand((1, -1)))
+        new_position_embedding = nn.Embedding(m.num_positions, m.embed_dim)
+
+        if extra_tokens:
+            pos_emb_tok, pos_emb_img = old_pos_embed[:extra_tokens], old_pos_embed[extra_tokens:]
+        else:
+            pos_emb_tok, pos_emb_img = None, old_pos_embed
+        old_grid_size = [int(math.sqrt(len(pos_emb_img)))] * 2
+
+        # if is_master(args):
+        #     logging.info('Resizing position embedding grid-size from %s to %s', old_grid_size, grid_size)
+        pos_emb_img = pos_emb_img.reshape(1, old_grid_size[0], old_grid_size[1], -1).permute(0, 3, 1, 2)
+        pos_emb_img = F.interpolate(
+            pos_emb_img,
+            size=grid_size,
+            mode='bicubic',
+            antialias=True,
+            align_corners=False,
+        )
+        pos_emb_img = pos_emb_img.permute(0, 2, 3, 1).reshape(1, grid_size[0] * grid_size[1], -1)[0]
+        if pos_emb_tok is not None:
+            new_pos_embed = torch.cat([pos_emb_tok, pos_emb_img], dim=0)
+        else:
+            new_pos_embed = pos_emb_img
+        old_pos_embed_state_dict['weight'] = new_pos_embed.to(dtype)
+        m.position_embedding = new_position_embedding
+        m.position_embedding.load_state_dict(old_pos_embed_state_dict)
+
+        # m.to(args.device)
+
+    @add_start_docstrings_to_model_forward(CLIP_TEXT_INPUTS_DOCSTRING)
+    def get_text_features(
+        self,
+        input_ids: Optional[torch.Tensor] = None,
+        attention_mask: Optional[torch.Tensor] = None,
+        position_ids: Optional[torch.Tensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> torch.FloatTensor:
+        r"""
+        Returns:
+            text_features (`torch.FloatTensor` of shape `(batch_size, output_dim`): The text embeddings obtained by
+            applying the projection layer to the pooled output of [`CLIPTextModel`].
+
+        Examples:
+
+        ```python
+        >>> from transformers import AutoTokenizer, CLIPModel
+
+        >>> model = CLIPModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> tokenizer = AutoTokenizer.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> inputs = tokenizer(["a photo of a cat", "a photo of a dog"], padding=True, return_tensors="pt")
+        >>> text_features = model.get_text_features(**inputs)
+        ```"""
+        # Use CLIP model's config for some fields (if specified) instead of those of vision & text components.
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        text_outputs = self.text_model(
+            input_ids=input_ids,
+            attention_mask=attention_mask,
+            position_ids=position_ids,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        pooled_output = text_outputs[1]
+        text_features = self.text_projection(pooled_output)
+
+        return text_features
+
+    @add_start_docstrings_to_model_forward(CLIP_VISION_INPUTS_DOCSTRING)
+    def get_image_features(
+        self,
+        pixel_values: Optional[torch.FloatTensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> torch.FloatTensor:
+        r"""
+        Returns:
+            image_features (`torch.FloatTensor` of shape `(batch_size, output_dim`): The image embeddings obtained by
+            applying the projection layer to the pooled output of [`CLIPVisionModel`].
+
+        Examples:
+
+        ```python
+        >>> from PIL import Image
+        >>> import requests
+        >>> from transformers import AutoProcessor, CLIPModel
+
+        >>> model = CLIPModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> processor = AutoProcessor.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> url = "http://images.cocodataset.org/val2017/000000039769.jpg"
+        >>> image = Image.open(requests.get(url, stream=True).raw)
+
+        >>> inputs = processor(images=image, return_tensors="pt")
+
+        >>> image_features = model.get_image_features(**inputs)
+        ```"""
+        # Use CLIP model's config for some fields (if specified) instead of those of vision & text components.
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        vision_outputs = self.vision_model(
+            pixel_values=pixel_values,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        pooled_output = vision_outputs[1]  # pooled_output
+        image_features = self.visual_projection(pooled_output)
+
+        return image_features
+
+    @add_start_docstrings_to_model_forward(CLIP_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=CLIPOutput, config_class=LanguageBindAudioConfig)
+    def forward(
+        self,
+        input_ids: Optional[torch.LongTensor] = None,
+        pixel_values: Optional[torch.FloatTensor] = None,
+        attention_mask: Optional[torch.Tensor] = None,
+        position_ids: Optional[torch.LongTensor] = None,
+        return_loss: Optional[bool] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, CLIPOutput]:
+        r"""
+        Returns:
+
+        Examples:
+
+        ```python
+        >>> from PIL import Image
+        >>> import requests
+        >>> from transformers import AutoProcessor, CLIPModel
+
+        >>> model = CLIPModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> processor = AutoProcessor.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> url = "http://images.cocodataset.org/val2017/000000039769.jpg"
+        >>> image = Image.open(requests.get(url, stream=True).raw)
+
+        >>> inputs = processor(
+        ...     text=["a photo of a cat", "a photo of a dog"], images=image, return_tensors="pt", padding=True
+        ... )
+
+        >>> outputs = model(**inputs)
+        >>> logits_per_image = outputs.logits_per_image  # this is the image-text similarity score
+        >>> probs = logits_per_image.softmax(dim=1)  # we can take the softmax to get the label probabilities
+        ```"""
+        # Use CLIP model's config for some fields (if specified) instead of those of vision & text components.
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        vision_outputs = self.vision_model(
+            pixel_values=pixel_values,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        text_outputs = self.text_model(
+            input_ids=input_ids,
+            attention_mask=attention_mask,
+            position_ids=position_ids,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        image_embeds = vision_outputs[1]
+        image_embeds = self.visual_projection(image_embeds)
+
+        text_embeds = text_outputs[1]
+        text_embeds = self.text_projection(text_embeds)
+
+        # normalized features
+        image_embeds = image_embeds / image_embeds.norm(p=2, dim=-1, keepdim=True)
+        text_embeds = text_embeds / text_embeds.norm(p=2, dim=-1, keepdim=True)
+
+        # cosine similarity as logits
+        logit_scale = self.logit_scale.exp()
+        logits_per_text = torch.matmul(text_embeds, image_embeds.t()) * logit_scale
+        logits_per_image = logits_per_text.t()
+
+        loss = None
+        if return_loss:
+            loss = clip_loss(logits_per_text)
+
+        if not return_dict:
+            output = (logits_per_image, logits_per_text, text_embeds, image_embeds, text_outputs, vision_outputs)
+            return ((loss,) + output) if loss is not None else output
+
+        return CLIPOutput(
+            loss=loss,
+            logits_per_image=logits_per_image,
+            logits_per_text=logits_per_text,
+            text_embeds=text_embeds,
+            image_embeds=image_embeds,
+            text_model_output=text_outputs,
+            vision_model_output=vision_outputs,
+        )
\ No newline at end of file
diff --git a/llava/model/multimodal_encoder/languagebind/audio/processing_audio.py b/llava/model/multimodal_encoder/languagebind/audio/processing_audio.py
new file mode 100644
index 0000000000000000000000000000000000000000..8c9baec66c89301091e4aae08b2eefa9f9a09d31
--- /dev/null
+++ b/llava/model/multimodal_encoder/languagebind/audio/processing_audio.py
@@ -0,0 +1,190 @@
+import cv2
+import numpy as np
+import torch
+# import torchaudio
+from torchvision import transforms
+from transformers import ProcessorMixin, BatchEncoding
+from transformers.image_processing_utils import BatchFeature
+from torch.nn import functional as F
+
+
+def make_list_of_images(x):
+    if not isinstance(x, list):
+        return [x]
+    return x
+
+
+#torchaudio.set_audio_backend("soundfile")
+
+def torchaudio_loader(path):
+    return torchaudio.load(path)
+
+def int16_to_float32_torch(x):
+    return (x / 32767.0).type(torch.float32)
+
+def float32_to_int16_torch(x):
+    x = torch.clamp(x, min=-1., max=1.)
+    return (x * 32767.).type(torch.int16)
+
+DEFAULT_AUDIO_FRAME_SHIFT_MS = 10
+
+class AudioTransform:
+    def __init__(self, config):
+        self.sample_rate = config.audio_sample_rate
+        self.num_mel_bins = config.num_mel_bins
+        self.target_length = config.target_length
+        self.audio_mean = config.audio_mean
+        self.audio_std = config.audio_std
+        # mean=-4.2677393
+        # std=4.5689974
+        self.norm = transforms.Normalize(mean=self.audio_mean, std=self.audio_std)
+
+    def __call__(self, audio_data_and_origin_sr):
+        audio_data, origin_sr = audio_data_and_origin_sr
+        if self.sample_rate != origin_sr:
+            # print(audio_data.shape, origin_sr)
+            audio_data = torchaudio.functional.resample(audio_data, orig_freq=origin_sr, new_freq=self.sample_rate)
+        waveform_melspec = self.waveform2melspec(audio_data[0])
+        return self.norm(waveform_melspec)
+
+    def waveform2melspec(self, audio_data):
+        max_len = self.target_length * self.sample_rate // 100
+        if audio_data.shape[-1] > max_len:
+            mel = self.get_mel(audio_data)
+            # split to three parts
+            chunk_frames = self.target_length
+            total_frames = mel.shape[0]
+            ranges = np.array_split(list(range(0, total_frames - chunk_frames + 1)), 3)
+            # print('total_frames-chunk_frames:', total_frames-chunk_frames,
+            #       'len(audio_data):', len(audio_data),
+            #       'chunk_frames:', chunk_frames,
+            #       'total_frames:', total_frames)
+            if len(ranges[1]) == 0:  # if the audio is too short, we just use the first chunk
+                ranges[1] = [0]
+            if len(ranges[2]) == 0:  # if the audio is too short, we just use the first chunk
+                ranges[2] = [0]
+            # randomly choose index for each part
+            # idx_front = np.random.choice(ranges[0])
+            # idx_middle = np.random.choice(ranges[1])
+            # idx_back = np.random.choice(ranges[2])
+            idx_front = ranges[0][0]  # fixed
+            idx_middle = ranges[1][0]
+            idx_back = ranges[2][0]
+            # select mel
+            mel_chunk_front = mel[idx_front:idx_front + chunk_frames, :]
+            mel_chunk_middle = mel[idx_middle:idx_middle + chunk_frames, :]
+            mel_chunk_back = mel[idx_back:idx_back + chunk_frames, :]
+            # stack
+            mel_fusion = torch.stack([mel_chunk_front, mel_chunk_middle, mel_chunk_back], dim=0)
+        elif audio_data.shape[-1] < max_len:  # padding if too short
+            n_repeat = int(max_len / len(audio_data))
+            audio_data = audio_data.repeat(n_repeat)
+            audio_data = F.pad(
+                audio_data,
+                (0, max_len - len(audio_data)),
+                mode="constant",
+                value=0,
+            )
+            mel = self.get_mel(audio_data)
+            mel_fusion = torch.stack([mel, mel, mel], dim=0)
+        else:  # if equal
+            mel = self.get_mel(audio_data)
+            mel_fusion = torch.stack([mel, mel, mel], dim=0)
+
+        # twice check
+        p = self.target_length - mel_fusion.shape[1]
+
+        # if abs(p) / self.target_length > 0.2:
+        #     logging.warning(
+        #         "Large gap between audio n_frames(%d) and "
+        #         "target_length (%d). Is the audio_target_length "
+        #         "setting correct?",
+        #         mel_fusion.shape[1],
+        #         self.target_length,
+        #     )
+
+        # cut and pad
+        if p > 0:
+            m = torch.nn.ZeroPad2d((0, 0, 0, p))
+            mel_fusion = m(mel_fusion)
+        elif p < 0:
+            mel_fusion = mel_fusion[:, 0: self.target_length, :]
+
+        mel_fusion = mel_fusion.transpose(1, 2)  # [3, target_length, mel_bins] -> [3, mel_bins, target_length]
+        return mel_fusion
+
+    def get_mel(self, audio_data):
+        # mel shape: (n_mels, T)
+        audio_data -= audio_data.mean()
+        mel = torchaudio.compliance.kaldi.fbank(
+            audio_data.unsqueeze(0),
+            htk_compat=True,
+            sample_frequency=self.sample_rate,
+            use_energy=False,
+            window_type="hanning",
+            num_mel_bins=self.num_mel_bins,
+            dither=0.0,
+            frame_length=25,
+            frame_shift=DEFAULT_AUDIO_FRAME_SHIFT_MS,
+        )
+        return mel  # (T, n_mels)
+
+def get_audio_transform(config):
+    config = config.vision_config
+    return AudioTransform(config)
+
+
+def load_and_transform_audio(
+    audio_path,
+    transform,
+):
+    waveform_and_sr = torchaudio_loader(audio_path)
+    audio_outputs = transform(waveform_and_sr)
+
+    return audio_outputs
+
+class LanguageBindAudioProcessor(ProcessorMixin):
+    attributes = []
+    tokenizer_class = ("LanguageBindAudioTokenizer")
+
+    def __init__(self, config, tokenizer=None, **kwargs):
+        super().__init__(**kwargs)
+        self.config = config
+        self.transform = get_audio_transform(config)
+        self.image_processor = load_and_transform_audio
+        self.tokenizer = tokenizer
+
+    def __call__(self, images=None, text=None, context_length=77, return_tensors=None, **kwargs):
+        if text is None and images is None:
+            raise ValueError("You have to specify either text or images. Both cannot be none.")
+
+        if text is not None:
+            encoding = self.tokenizer(text, max_length=context_length, padding='max_length',
+                                      truncation=True, return_tensors=return_tensors, **kwargs)
+
+        if images is not None:
+            images = make_list_of_images(images)
+            image_features = [self.image_processor(image, self.transform) for image in images]
+            image_features = torch.stack(image_features)
+
+        if text is not None and images is not None:
+            encoding["pixel_values"] = image_features
+            return encoding
+        elif text is not None:
+            return encoding
+        else:
+            return {"pixel_values": image_features}
+
+    def batch_decode(self, skip_special_tokens=True, *args, **kwargs):
+        """
+        This method forwards all its arguments to CLIPTokenizerFast's [`~PreTrainedTokenizer.batch_decode`]. Please
+        refer to the docstring of this method for more information.
+        """
+        return self.tokenizer.batch_decode(*args, skip_special_tokens=skip_special_tokens, **kwargs)
+
+    def decode(self, skip_special_tokens=True, *args, **kwargs):
+        """
+        This method forwards all its arguments to CLIPTokenizerFast's [`~PreTrainedTokenizer.decode`]. Please refer to
+        the docstring of this method for more information.
+        """
+        return self.tokenizer.decode(*args, skip_special_tokens=skip_special_tokens, **kwargs)
diff --git a/llava/model/multimodal_encoder/languagebind/audio/tokenization_audio.py b/llava/model/multimodal_encoder/languagebind/audio/tokenization_audio.py
new file mode 100644
index 0000000000000000000000000000000000000000..6bc40be3f96c20bf2581e23f8249f3cd5566ebe1
--- /dev/null
+++ b/llava/model/multimodal_encoder/languagebind/audio/tokenization_audio.py
@@ -0,0 +1,77 @@
+from transformers import CLIPTokenizer
+from transformers.utils import logging
+
+logger = logging.get_logger(__name__)
+
+VOCAB_FILES_NAMES = {
+    "vocab_file": "vocab.json",
+    "merges_file": "merges.txt",
+}
+
+PRETRAINED_VOCAB_FILES_MAP = {
+    "vocab_file": {
+        "lb203/LanguageBind-Audio": "https://huggingface.co/lb203/LanguageBind-Audio/resolve/main/vocab.json",
+    },
+    "merges_file": {
+        "lb203/LanguageBind-Audio": "https://huggingface.co/lb203/LanguageBind-Audio/resolve/main/merges.txt",
+    },
+}
+
+PRETRAINED_POSITIONAL_EMBEDDINGS_SIZES = {
+    "lb203/LanguageBind-Audio": 77,
+}
+
+
+PRETRAINED_INIT_CONFIGURATION = {
+    "lb203/LanguageBind-Audio": {},
+}
+
+class LanguageBindAudioTokenizer(CLIPTokenizer):
+    """
+    Construct a CLIP tokenizer. Based on byte-level Byte-Pair-Encoding.
+
+    This tokenizer inherits from [`PreTrainedTokenizer`] which contains most of the main methods. Users should refer to
+    this superclass for more information regarding those methods.
+
+    Args:
+        vocab_file (`str`):
+            Path to the vocabulary file.
+        merges_file (`str`):
+            Path to the merges file.
+        errors (`str`, *optional*, defaults to `"replace"`):
+            Paradigm to follow when decoding bytes to UTF-8. See
+            [bytes.decode](https://docs.python.org/3/library/stdtypes.html#bytes.decode) for more information.
+        unk_token (`str`, *optional*, defaults to `<|endoftext|>`):
+            The unknown token. A token that is not in the vocabulary cannot be converted to an ID and is set to be this
+            token instead.
+        bos_token (`str`, *optional*, defaults to `<|startoftext|>`):
+            The beginning of sequence token.
+        eos_token (`str`, *optional*, defaults to `<|endoftext|>`):
+            The end of sequence token.
+    """
+
+    vocab_files_names = VOCAB_FILES_NAMES
+    pretrained_vocab_files_map = PRETRAINED_VOCAB_FILES_MAP
+    max_model_input_sizes = PRETRAINED_POSITIONAL_EMBEDDINGS_SIZES
+    model_input_names = ["input_ids", "attention_mask"]
+
+    def __init__(
+            self,
+            vocab_file,
+            merges_file,
+            errors="replace",
+            unk_token="<|endoftext|>",
+            bos_token="<|startoftext|>",
+            eos_token="<|endoftext|>",
+            pad_token="<|endoftext|>",  # hack to enable padding
+            **kwargs,
+    ):
+        super(LanguageBindAudioTokenizer, self).__init__(
+            vocab_file,
+            merges_file,
+            errors,
+            unk_token,
+            bos_token,
+            eos_token,
+            pad_token,  # hack to enable padding
+            **kwargs,)
\ No newline at end of file
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diff --git a/llava/model/multimodal_encoder/languagebind/depth/configuration_depth.py b/llava/model/multimodal_encoder/languagebind/depth/configuration_depth.py
new file mode 100644
index 0000000000000000000000000000000000000000..0d3901b2cf96635384c1e7d1e99845a66cd6c786
--- /dev/null
+++ b/llava/model/multimodal_encoder/languagebind/depth/configuration_depth.py
@@ -0,0 +1,425 @@
+import copy
+import os
+from typing import Union
+
+from transformers import PretrainedConfig
+from transformers.utils import logging
+
+logger = logging.get_logger(__name__)
+
+
+
+
+
+
+
+class CLIPTextConfig(PretrainedConfig):
+    r"""
+    This is the configuration class to store the configuration of a [`CLIPTextModel`]. It is used to instantiate a CLIP
+    text encoder according to the specified arguments, defining the model architecture. Instantiating a configuration
+    with the defaults will yield a similar configuration to that of the text encoder of the CLIP
+    [openai/clip-vit-base-patch32](https://huggingface.co/openai/clip-vit-base-patch32) architecture.
+
+    Configuration objects inherit from [`PretrainedConfig`] and can be used to control the model outputs. Read the
+    documentation from [`PretrainedConfig`] for more information.
+
+    Args:
+        vocab_size (`int`, *optional*, defaults to 49408):
+            Vocabulary size of the CLIP text model. Defines the number of different tokens that can be represented by
+            the `inputs_ids` passed when calling [`CLIPModel`].
+        hidden_size (`int`, *optional*, defaults to 512):
+            Dimensionality of the encoder layers and the pooler layer.
+        intermediate_size (`int`, *optional*, defaults to 2048):
+            Dimensionality of the "intermediate" (i.e., feed-forward) layer in the Transformer encoder.
+        num_hidden_layers (`int`, *optional*, defaults to 12):
+            Number of hidden layers in the Transformer encoder.
+        num_attention_heads (`int`, *optional*, defaults to 8):
+            Number of attention heads for each attention layer in the Transformer encoder.
+        max_position_embeddings (`int`, *optional*, defaults to 77):
+            The maximum sequence length that this model might ever be used with. Typically set this to something large
+            just in case (e.g., 512 or 1024 or 2048).
+        hidden_act (`str` or `function`, *optional*, defaults to `"quick_gelu"`):
+            The non-linear activation function (function or string) in the encoder and pooler. If string, `"gelu"`,
+            `"relu"`, `"selu"` and `"gelu_new"` `"quick_gelu"` are supported.
+        layer_norm_eps (`float`, *optional*, defaults to 1e-5):
+            The epsilon used by the layer normalization layers.
+        attention_dropout (`float`, *optional*, defaults to 0.0):
+            The dropout ratio for the attention probabilities.
+        initializer_range (`float`, *optional*, defaults to 0.02):
+            The standard deviation of the truncated_normal_initializer for initializing all weight matrices.
+        initializer_factor (`float`, *optional*, defaults to 1):
+            A factor for initializing all weight matrices (should be kept to 1, used internally for initialization
+            testing).
+
+    Example:
+
+    ```python
+    >>> from transformers import CLIPTextConfig, CLIPTextModel
+
+    >>> # Initializing a CLIPTextConfig with openai/clip-vit-base-patch32 style configuration
+    >>> configuration = CLIPTextConfig()
+
+    >>> # Initializing a CLIPTextModel (with random weights) from the openai/clip-vit-base-patch32 style configuration
+    >>> model = CLIPTextModel(configuration)
+
+    >>> # Accessing the model configuration
+    >>> configuration = model.config
+    ```"""
+    model_type = "clip_text_model"
+
+    def __init__(
+        self,
+        vocab_size=49408,
+        hidden_size=512,
+        intermediate_size=2048,
+        projection_dim=512,
+        num_hidden_layers=12,
+        num_attention_heads=8,
+        max_position_embeddings=77,
+        hidden_act="quick_gelu",
+        layer_norm_eps=1e-5,
+        attention_dropout=0.0,
+        initializer_range=0.02,
+        initializer_factor=1.0,
+        # This differs from `CLIPTokenizer`'s default and from openai/clip
+        # See https://github.com/huggingface/transformers/pull/24773#issuecomment-1632287538
+        pad_token_id=1,
+        bos_token_id=49406,
+        eos_token_id=49407,
+        **kwargs,
+    ):
+        super().__init__(pad_token_id=pad_token_id, bos_token_id=bos_token_id, eos_token_id=eos_token_id, **kwargs)
+
+        self.vocab_size = vocab_size
+        self.hidden_size = hidden_size
+        self.intermediate_size = intermediate_size
+        self.projection_dim = projection_dim
+        self.num_hidden_layers = num_hidden_layers
+        self.num_attention_heads = num_attention_heads
+        self.max_position_embeddings = max_position_embeddings
+        self.layer_norm_eps = layer_norm_eps
+        self.hidden_act = hidden_act
+        self.initializer_range = initializer_range
+        self.initializer_factor = initializer_factor
+        self.attention_dropout = attention_dropout
+        self.add_time_attn = False  ######################################
+
+    @classmethod
+    def from_pretrained(cls, pretrained_model_name_or_path: Union[str, os.PathLike], **kwargs) -> "PretrainedConfig":
+        cls._set_token_in_kwargs(kwargs)
+
+        config_dict, kwargs = cls.get_config_dict(pretrained_model_name_or_path, **kwargs)
+
+        # get the text config dict if we are loading from CLIPConfig
+        if config_dict.get("model_type") == "clip":
+            config_dict = config_dict["text_config"]
+
+        if "model_type" in config_dict and hasattr(cls, "model_type") and config_dict["model_type"] != cls.model_type:
+            logger.warning(
+                f"You are using a model of type {config_dict['model_type']} to instantiate a model of type "
+                f"{cls.model_type}. This is not supported for all configurations of models and can yield errors."
+            )
+
+        return cls.from_dict(config_dict, **kwargs)
+
+
+
+
+class CLIPVisionConfig(PretrainedConfig):
+    r"""
+    This is the configuration class to store the configuration of a [`CLIPVisionModel`]. It is used to instantiate a
+    CLIP vision encoder according to the specified arguments, defining the model architecture. Instantiating a
+    configuration with the defaults will yield a similar configuration to that of the vision encoder of the CLIP
+    [openai/clip-vit-base-patch32](https://huggingface.co/openai/clip-vit-base-patch32) architecture.
+
+    Configuration objects inherit from [`PretrainedConfig`] and can be used to control the model outputs. Read the
+    documentation from [`PretrainedConfig`] for more information.
+
+    Args:
+        hidden_size (`int`, *optional*, defaults to 768):
+            Dimensionality of the encoder layers and the pooler layer.
+        intermediate_size (`int`, *optional*, defaults to 3072):
+            Dimensionality of the "intermediate" (i.e., feed-forward) layer in the Transformer encoder.
+        num_hidden_layers (`int`, *optional*, defaults to 12):
+            Number of hidden layers in the Transformer encoder.
+        num_attention_heads (`int`, *optional*, defaults to 12):
+            Number of attention heads for each attention layer in the Transformer encoder.
+        image_size (`int`, *optional*, defaults to 224):
+            The size (resolution) of each image.
+        patch_size (`int`, *optional*, defaults to 32):
+            The size (resolution) of each patch.
+        hidden_act (`str` or `function`, *optional*, defaults to `"quick_gelu"`):
+            The non-linear activation function (function or string) in the encoder and pooler. If string, `"gelu"`,
+            `"relu"`, `"selu"` and `"gelu_new"` ``"quick_gelu"` are supported.
+        layer_norm_eps (`float`, *optional*, defaults to 1e-5):
+            The epsilon used by the layer normalization layers.
+        attention_dropout (`float`, *optional*, defaults to 0.0):
+            The dropout ratio for the attention probabilities.
+        initializer_range (`float`, *optional*, defaults to 0.02):
+            The standard deviation of the truncated_normal_initializer for initializing all weight matrices.
+        initializer_factor (`float`, *optional*, defaults to 1):
+            A factor for initializing all weight matrices (should be kept to 1, used internally for initialization
+            testing).
+
+    Example:
+
+    ```python
+    >>> from transformers import CLIPVisionConfig, CLIPVisionModel
+
+    >>> # Initializing a CLIPVisionConfig with openai/clip-vit-base-patch32 style configuration
+    >>> configuration = CLIPVisionConfig()
+
+    >>> # Initializing a CLIPVisionModel (with random weights) from the openai/clip-vit-base-patch32 style configuration
+    >>> model = CLIPVisionModel(configuration)
+
+    >>> # Accessing the model configuration
+    >>> configuration = model.config
+    ```"""
+
+    model_type = "clip_vision_model"
+
+    def __init__(
+        self,
+        hidden_size=768,
+        intermediate_size=3072,
+        projection_dim=512,
+        num_hidden_layers=12,
+        num_attention_heads=12,
+        num_channels=3,
+        image_size=224,
+        patch_size=32,
+        hidden_act="quick_gelu",
+        layer_norm_eps=1e-5,
+        attention_dropout=0.0,
+        initializer_range=0.02,
+        initializer_factor=1.0,
+
+        add_time_attn=False, ################################
+        num_frames=1, ################################
+        force_patch_dropout=0.0, ################################
+        lora_r=2, ################################
+        lora_alpha=16, ################################
+        lora_dropout=0.0, ################################
+        num_mel_bins=0.0, ################################
+        target_length=0.0, ################################
+        max_depth=10,
+        video_decode_backend='decord', #########################
+        **kwargs,
+    ):
+        super().__init__(**kwargs)
+
+        self.hidden_size = hidden_size
+        self.intermediate_size = intermediate_size
+        self.projection_dim = projection_dim
+        self.num_hidden_layers = num_hidden_layers
+        self.num_attention_heads = num_attention_heads
+        self.num_channels = num_channels
+        self.patch_size = patch_size
+        self.image_size = image_size
+        self.initializer_range = initializer_range
+        self.initializer_factor = initializer_factor
+        self.attention_dropout = attention_dropout
+        self.layer_norm_eps = layer_norm_eps
+        self.hidden_act = hidden_act
+
+        self.add_time_attn = add_time_attn  ################
+        self.num_frames = num_frames  ################
+        self.force_patch_dropout = force_patch_dropout  ################
+        self.lora_r = lora_r  ################
+        self.lora_alpha = lora_alpha  ################
+        self.lora_dropout = lora_dropout  ################
+        self.num_mel_bins = num_mel_bins  ################
+        self.target_length = target_length  ################
+        self.max_depth = max_depth  ################
+        self.video_decode_backend = video_decode_backend  ################
+
+    @classmethod
+    def from_pretrained(cls, pretrained_model_name_or_path: Union[str, os.PathLike], **kwargs) -> "PretrainedConfig":
+        cls._set_token_in_kwargs(kwargs)
+
+        config_dict, kwargs = cls.get_config_dict(pretrained_model_name_or_path, **kwargs)
+
+        # get the vision config dict if we are loading from CLIPConfig
+        if config_dict.get("model_type") == "clip":
+            config_dict = config_dict["vision_config"]
+
+        if "model_type" in config_dict and hasattr(cls, "model_type") and config_dict["model_type"] != cls.model_type:
+            logger.warning(
+                f"You are using a model of type {config_dict['model_type']} to instantiate a model of type "
+                f"{cls.model_type}. This is not supported for all configurations of models and can yield errors."
+            )
+
+        return cls.from_dict(config_dict, **kwargs)
+
+
+class LanguageBindDepthConfig(PretrainedConfig):
+    r"""
+    [`CLIPConfig`] is the configuration class to store the configuration of a [`CLIPModel`]. It is used to instantiate
+    a CLIP model according to the specified arguments, defining the text model and vision model configs. Instantiating
+    a configuration with the defaults will yield a similar configuration to that of the CLIP
+    [openai/clip-vit-base-patch32](https://huggingface.co/openai/clip-vit-base-patch32) architecture.
+
+    Configuration objects inherit from [`PretrainedConfig`] and can be used to control the model outputs. Read the
+    documentation from [`PretrainedConfig`] for more information.
+
+    Args:
+        text_config (`dict`, *optional*):
+            Dictionary of configuration options used to initialize [`CLIPTextConfig`].
+        vision_config (`dict`, *optional*):
+            Dictionary of configuration options used to initialize [`CLIPVisionConfig`].
+        projection_dim (`int`, *optional*, defaults to 512):
+            Dimentionality of text and vision projection layers.
+        logit_scale_init_value (`float`, *optional*, defaults to 2.6592):
+            The inital value of the *logit_scale* paramter. Default is used as per the original CLIP implementation.
+        kwargs (*optional*):
+            Dictionary of keyword arguments.
+
+    Example:
+
+    ```python
+    >>> from transformers import CLIPConfig, CLIPModel
+
+    >>> # Initializing a CLIPConfig with openai/clip-vit-base-patch32 style configuration
+    >>> configuration = CLIPConfig()
+
+    >>> # Initializing a CLIPModel (with random weights) from the openai/clip-vit-base-patch32 style configuration
+    >>> model = CLIPModel(configuration)
+
+    >>> # Accessing the model configuration
+    >>> configuration = model.config
+
+    >>> # We can also initialize a CLIPConfig from a CLIPTextConfig and a CLIPVisionConfig
+    >>> from transformers import CLIPTextConfig, CLIPVisionConfig
+
+    >>> # Initializing a CLIPText and CLIPVision configuration
+    >>> config_text = CLIPTextConfig()
+    >>> config_vision = CLIPVisionConfig()
+
+    >>> config = CLIPConfig.from_text_vision_configs(config_text, config_vision)
+    ```"""
+
+    model_type = "LanguageBindDepth"
+    is_composition = True
+
+    def __init__(
+        self, text_config=None, vision_config=None, projection_dim=512, logit_scale_init_value=2.6592, **kwargs
+    ):
+        # If `_config_dict` exist, we use them for the backward compatibility.
+        # We pop out these 2 attributes before calling `super().__init__` to avoid them being saved (which causes a lot
+        # of confusion!).
+        text_config_dict = kwargs.pop("text_config_dict", None)
+        vision_config_dict = kwargs.pop("vision_config_dict", None)
+
+        super().__init__(**kwargs)
+
+        # Instead of simply assigning `[text|vision]_config_dict` to `[text|vision]_config`, we use the values in
+        # `[text|vision]_config_dict` to update the values in `[text|vision]_config`. The values should be same in most
+        # cases, but we don't want to break anything regarding `_config_dict` that existed before commit `8827e1b2`.
+        if text_config_dict is not None:
+            if text_config is None:
+                text_config = {}
+
+            # This is the complete result when using `text_config_dict`.
+            _text_config_dict = CLIPTextConfig(**text_config_dict).to_dict()
+
+            # Give a warning if the values exist in both `_text_config_dict` and `text_config` but being different.
+            for key, value in _text_config_dict.items():
+                if key in text_config and value != text_config[key] and key not in ["transformers_version"]:
+                    # If specified in `text_config_dict`
+                    if key in text_config_dict:
+                        message = (
+                            f"`{key}` is found in both `text_config_dict` and `text_config` but with different values. "
+                            f'The value `text_config_dict["{key}"]` will be used instead.'
+                        )
+                    # If inferred from default argument values (just to be super careful)
+                    else:
+                        message = (
+                            f"`text_config_dict` is provided which will be used to initialize `CLIPTextConfig`. The "
+                            f'value `text_config["{key}"]` will be overriden.'
+                        )
+                    logger.warning(message)
+
+            # Update all values in `text_config` with the ones in `_text_config_dict`.
+            text_config.update(_text_config_dict)
+
+        if vision_config_dict is not None:
+            if vision_config is None:
+                vision_config = {}
+
+            # This is the complete result when using `vision_config_dict`.
+            _vision_config_dict = CLIPVisionConfig(**vision_config_dict).to_dict()
+            # convert keys to string instead of integer
+            if "id2label" in _vision_config_dict:
+                _vision_config_dict["id2label"] = {
+                    str(key): value for key, value in _vision_config_dict["id2label"].items()
+                }
+
+            # Give a warning if the values exist in both `_vision_config_dict` and `vision_config` but being different.
+            for key, value in _vision_config_dict.items():
+                if key in vision_config and value != vision_config[key] and key not in ["transformers_version"]:
+                    # If specified in `vision_config_dict`
+                    if key in vision_config_dict:
+                        message = (
+                            f"`{key}` is found in both `vision_config_dict` and `vision_config` but with different "
+                            f'values. The value `vision_config_dict["{key}"]` will be used instead.'
+                        )
+                    # If inferred from default argument values (just to be super careful)
+                    else:
+                        message = (
+                            f"`vision_config_dict` is provided which will be used to initialize `CLIPVisionConfig`. "
+                            f'The value `vision_config["{key}"]` will be overriden.'
+                        )
+                    logger.warning(message)
+
+            # Update all values in `vision_config` with the ones in `_vision_config_dict`.
+            vision_config.update(_vision_config_dict)
+
+        if text_config is None:
+            text_config = {}
+            logger.info("`text_config` is `None`. Initializing the `CLIPTextConfig` with default values.")
+
+        if vision_config is None:
+            vision_config = {}
+            logger.info("`vision_config` is `None`. initializing the `CLIPVisionConfig` with default values.")
+
+        self.text_config = CLIPTextConfig(**text_config)
+        self.vision_config = CLIPVisionConfig(**vision_config)
+
+        self.projection_dim = projection_dim
+        self.logit_scale_init_value = logit_scale_init_value
+        self.initializer_factor = 1.0
+
+    @classmethod
+    def from_text_vision_configs(cls, text_config: CLIPTextConfig, vision_config: CLIPVisionConfig, **kwargs):
+        r"""
+        Instantiate a [`CLIPConfig`] (or a derived class) from clip text model configuration and clip vision model
+        configuration.
+
+        Returns:
+            [`CLIPConfig`]: An instance of a configuration object
+        """
+
+        return cls(text_config=text_config.to_dict(), vision_config=vision_config.to_dict(), **kwargs)
+
+    def to_dict(self):
+        """
+        Serializes this instance to a Python dictionary. Override the default [`~PretrainedConfig.to_dict`].
+
+        Returns:
+            `Dict[str, any]`: Dictionary of all the attributes that make up this configuration instance,
+        """
+        output = copy.deepcopy(self.__dict__)
+        output["text_config"] = self.text_config.to_dict()
+        output["vision_config"] = self.vision_config.to_dict()
+        output["model_type"] = self.__class__.model_type
+        return output
+
+
+
+
+
+
+
+
+
+
diff --git a/llava/model/multimodal_encoder/languagebind/depth/modeling_depth.py b/llava/model/multimodal_encoder/languagebind/depth/modeling_depth.py
new file mode 100644
index 0000000000000000000000000000000000000000..849eade79b0f4bff345b73bcf6a71115a28d0a09
--- /dev/null
+++ b/llava/model/multimodal_encoder/languagebind/depth/modeling_depth.py
@@ -0,0 +1,1030 @@
+import math
+from typing import Optional, Tuple, Union
+
+import torch
+from einops import rearrange
+from peft import LoraConfig, get_peft_model
+from torch import nn
+from torch.nn import functional as F
+from transformers import PreTrainedModel, add_start_docstrings
+from transformers.modeling_outputs import BaseModelOutput, BaseModelOutputWithPooling
+from transformers.models.clip.modeling_clip import CLIPMLP, CLIPAttention, CLIPTextEmbeddings, CLIPVisionEmbeddings, \
+    CLIPVisionModelWithProjection, CLIPTextModelWithProjection, _expand_mask, CLIPOutput, clip_loss
+from transformers.utils import add_start_docstrings_to_model_forward, replace_return_docstrings
+
+from .configuration_depth import LanguageBindDepthConfig, CLIPVisionConfig, CLIPTextConfig
+
+
+
+class PatchDropout(nn.Module):
+    """
+    https://arxiv.org/abs/2212.00794
+    """
+
+    def __init__(self, prob, exclude_first_token=True):
+        super().__init__()
+        assert 0 <= prob < 1.
+        self.prob = prob
+        self.exclude_first_token = exclude_first_token  # exclude CLS token
+
+    def forward(self, x, B, T):
+        if not self.training or self.prob == 0.:
+            return x
+
+        if self.exclude_first_token:
+            cls_tokens, x = x[:, :1], x[:, 1:]
+        else:
+            cls_tokens = torch.jit.annotate(torch.Tensor, x[:, :1])
+
+        batch = x.size()[0]
+        num_tokens = x.size()[1]
+
+        batch_indices = torch.arange(batch)
+        batch_indices = batch_indices[..., None]
+
+        keep_prob = 1 - self.prob
+        num_patches_keep = max(1, int(num_tokens * keep_prob))
+
+        if T == 1:
+            rand = torch.randn(batch, num_tokens)
+            patch_indices_keep = rand.topk(num_patches_keep, dim=-1).indices
+        else:
+            rand = torch.randn(B, num_tokens)
+            patch_indices_keep = rand.topk(num_patches_keep, dim=-1).indices
+            patch_indices_keep = patch_indices_keep.unsqueeze(1).repeat(1, T, 1)
+            patch_indices_keep = rearrange(patch_indices_keep, 'b t n -> (b t) n')
+
+
+        x = x[batch_indices, patch_indices_keep]
+
+        if self.exclude_first_token:
+            x = torch.cat((cls_tokens, x), dim=1)
+
+        return x
+
+class CLIPEncoderLayer(nn.Module):
+    def __init__(self, config: LanguageBindDepthConfig):
+        super().__init__()
+        self.embed_dim = config.hidden_size
+        self.self_attn = CLIPAttention(config)
+        self.layer_norm1 = nn.LayerNorm(self.embed_dim, eps=config.layer_norm_eps)
+        self.mlp = CLIPMLP(config)
+        self.layer_norm2 = nn.LayerNorm(self.embed_dim, eps=config.layer_norm_eps)
+
+        self.add_time_attn = config.add_time_attn
+        if self.add_time_attn:
+            self.t = config.num_frames
+            self.temporal_embedding = nn.Parameter(torch.zeros(1, config.num_frames, config.hidden_size))
+            nn.init.normal_(self.temporal_embedding, std=config.hidden_size ** -0.5)
+
+            self.embed_dim = config.hidden_size
+            self.temporal_attn = CLIPAttention(config)
+            self.temporal_layer_norm1 = nn.LayerNorm(self.embed_dim, eps=config.layer_norm_eps)
+            self.temporal_mlp = CLIPMLP(config)
+            self.temporal_layer_norm2 = nn.LayerNorm(self.embed_dim, eps=config.layer_norm_eps)
+
+    def forward(
+        self,
+        hidden_states: torch.Tensor,
+        attention_mask: torch.Tensor,
+        causal_attention_mask: torch.Tensor,
+        output_attentions: Optional[bool] = False,
+    ) -> Tuple[torch.FloatTensor]:
+        """
+        Args:
+            hidden_states (`torch.FloatTensor`): input to the layer of shape `(batch, seq_len, embed_dim)`
+            attention_mask (`torch.FloatTensor`): attention mask of size
+                `(batch, 1, tgt_len, src_len)` where padding elements are indicated by very large negative values.
+                `(config.encoder_attention_heads,)`.
+            output_attentions (`bool`, *optional*):
+                Whether or not to return the attentions tensors of all attention layers. See `attentions` under
+                returned tensors for more detail.
+        """
+
+
+        if self.add_time_attn:
+            bt, n, d = hidden_states.shape
+            t = self.t
+
+            # time embed
+            if t != 1:
+                n = hidden_states.shape[1]
+                hidden_states = rearrange(hidden_states, '(b t) n d -> (b n) t d', t=t)
+                hidden_states = hidden_states + self.temporal_embedding[:, :t, :]
+                hidden_states = rearrange(hidden_states, '(b n) t d -> (b t) n d', n=n)
+
+            # time attn
+            residual = hidden_states
+            hidden_states = rearrange(hidden_states, '(b t) n d -> (b n) t d', t=t)
+            # hidden_states = self.layer_norm1(hidden_states)  # share layernorm
+            hidden_states = self.temporal_layer_norm1(hidden_states)
+            hidden_states, attn_weights = self.temporal_attn(
+                hidden_states=hidden_states,
+                attention_mask=attention_mask,
+                causal_attention_mask=causal_attention_mask,
+                output_attentions=output_attentions,
+            )
+            hidden_states = residual + rearrange(hidden_states, '(b n) t d -> (b t) n d', n=n)
+
+            residual = hidden_states
+            hidden_states = rearrange(hidden_states, '(b t) n d -> (b n) t d', t=t)
+            # hidden_states = self.layer_norm2(hidden_states)  # share layernorm
+            hidden_states = self.temporal_layer_norm2(hidden_states)
+            hidden_states = self.temporal_mlp(hidden_states)
+            hidden_states = residual + rearrange(hidden_states, '(b n) t d -> (b t) n d', n=n)
+
+        # spatial attn
+        residual = hidden_states
+
+        hidden_states = self.layer_norm1(hidden_states)
+        hidden_states, attn_weights = self.self_attn(
+            hidden_states=hidden_states,
+            attention_mask=attention_mask,
+            causal_attention_mask=causal_attention_mask,
+            output_attentions=output_attentions,
+        )
+        hidden_states = residual + hidden_states
+
+        residual = hidden_states
+        hidden_states = self.layer_norm2(hidden_states)
+        hidden_states = self.mlp(hidden_states)
+        hidden_states = residual + hidden_states
+
+        outputs = (hidden_states,)
+
+        if output_attentions:
+            outputs += (attn_weights,)
+
+        return outputs
+
+
+
+
+
+
+
+
+
+class CLIPPreTrainedModel(PreTrainedModel):
+    """
+    An abstract class to handle weights initialization and a simple interface for downloading and loading pretrained
+    models.
+    """
+
+    config_class = LanguageBindDepthConfig
+    base_model_prefix = "clip"
+    supports_gradient_checkpointing = True
+    _keys_to_ignore_on_load_missing = [r"position_ids"]
+
+    def _init_weights(self, module):
+        """Initialize the weights"""
+        factor = self.config.initializer_factor
+        if isinstance(module, CLIPTextEmbeddings):
+            module.token_embedding.weight.data.normal_(mean=0.0, std=factor * 0.02)
+            module.position_embedding.weight.data.normal_(mean=0.0, std=factor * 0.02)
+        elif isinstance(module, CLIPVisionEmbeddings):
+            factor = self.config.initializer_factor
+            nn.init.normal_(module.class_embedding, mean=0.0, std=module.embed_dim**-0.5 * factor)
+            nn.init.normal_(module.patch_embedding.weight, std=module.config.initializer_range * factor)
+            nn.init.normal_(module.position_embedding.weight, std=module.config.initializer_range * factor)
+        elif isinstance(module, CLIPAttention):
+            factor = self.config.initializer_factor
+            in_proj_std = (module.embed_dim**-0.5) * ((2 * module.config.num_hidden_layers) ** -0.5) * factor
+            out_proj_std = (module.embed_dim**-0.5) * factor
+            nn.init.normal_(module.q_proj.weight, std=in_proj_std)
+            nn.init.normal_(module.k_proj.weight, std=in_proj_std)
+            nn.init.normal_(module.v_proj.weight, std=in_proj_std)
+            nn.init.normal_(module.out_proj.weight, std=out_proj_std)
+        elif isinstance(module, CLIPMLP):
+            factor = self.config.initializer_factor
+            in_proj_std = (
+                (module.config.hidden_size**-0.5) * ((2 * module.config.num_hidden_layers) ** -0.5) * factor
+            )
+            fc_std = (2 * module.config.hidden_size) ** -0.5 * factor
+            nn.init.normal_(module.fc1.weight, std=fc_std)
+            nn.init.normal_(module.fc2.weight, std=in_proj_std)
+        elif isinstance(module, LanguageBindDepth):
+            nn.init.normal_(
+                module.text_projection.weight,
+                std=module.text_embed_dim**-0.5 * self.config.initializer_factor,
+            )
+            nn.init.normal_(
+                module.visual_projection.weight,
+                std=module.vision_embed_dim**-0.5 * self.config.initializer_factor,
+            )
+        elif isinstance(module, CLIPVisionModelWithProjection):
+            nn.init.normal_(
+                module.visual_projection.weight,
+                std=self.config.hidden_size**-0.5 * self.config.initializer_factor,
+            )
+        elif isinstance(module, CLIPTextModelWithProjection):
+            nn.init.normal_(
+                module.text_projection.weight,
+                std=self.config.hidden_size**-0.5 * self.config.initializer_factor,
+            )
+
+        if isinstance(module, nn.LayerNorm):
+            module.bias.data.zero_()
+            module.weight.data.fill_(1.0)
+        if isinstance(module, nn.Linear) and module.bias is not None:
+            module.bias.data.zero_()
+
+    def _set_gradient_checkpointing(self, module, value=False):
+        if isinstance(module, CLIPEncoder):
+            module.gradient_checkpointing = value
+
+
+CLIP_START_DOCSTRING = r"""
+    This model inherits from [`PreTrainedModel`]. Check the superclass documentation for the generic methods the
+    library implements for all its model (such as downloading or saving, resizing the input embeddings, pruning heads
+    etc.)
+
+    This model is also a PyTorch [torch.nn.Module](https://pytorch.org/docs/stable/nn.html#torch.nn.Module) subclass.
+    Use it as a regular PyTorch Module and refer to the PyTorch documentation for all matter related to general usage
+    and behavior.
+
+    Parameters:
+        config ([`CLIPConfig`]): Model configuration class with all the parameters of the model.
+            Initializing with a config file does not load the weights associated with the model, only the
+            configuration. Check out the [`~PreTrainedModel.from_pretrained`] method to load the model weights.
+"""
+
+CLIP_TEXT_INPUTS_DOCSTRING = r"""
+    Args:
+        input_ids (`torch.LongTensor` of shape `(batch_size, sequence_length)`):
+            Indices of input sequence tokens in the vocabulary. Padding will be ignored by default should you provide
+            it.
+
+            Indices can be obtained using [`AutoTokenizer`]. See [`PreTrainedTokenizer.encode`] and
+            [`PreTrainedTokenizer.__call__`] for details.
+
+            [What are input IDs?](../glossary#input-ids)
+        attention_mask (`torch.Tensor` of shape `(batch_size, sequence_length)`, *optional*):
+            Mask to avoid performing attention on padding token indices. Mask values selected in `[0, 1]`:
+
+            - 1 for tokens that are **not masked**,
+            - 0 for tokens that are **masked**.
+
+            [What are attention masks?](../glossary#attention-mask)
+        position_ids (`torch.LongTensor` of shape `(batch_size, sequence_length)`, *optional*):
+            Indices of positions of each input sequence tokens in the position embeddings. Selected in the range `[0,
+            config.max_position_embeddings - 1]`.
+
+            [What are position IDs?](../glossary#position-ids)
+        output_attentions (`bool`, *optional*):
+            Whether or not to return the attentions tensors of all attention layers. See `attentions` under returned
+            tensors for more detail.
+        output_hidden_states (`bool`, *optional*):
+            Whether or not to return the hidden states of all layers. See `hidden_states` under returned tensors for
+            more detail.
+        return_dict (`bool`, *optional*):
+            Whether or not to return a [`~utils.ModelOutput`] instead of a plain tuple.
+"""
+
+CLIP_VISION_INPUTS_DOCSTRING = r"""
+    Args:
+        pixel_values (`torch.FloatTensor` of shape `(batch_size, num_channels, height, width)`):
+            Pixel values. Padding will be ignored by default should you provide it. Pixel values can be obtained using
+            [`AutoImageProcessor`]. See [`CLIPImageProcessor.__call__`] for details.
+        output_attentions (`bool`, *optional*):
+            Whether or not to return the attentions tensors of all attention layers. See `attentions` under returned
+            tensors for more detail.
+        output_hidden_states (`bool`, *optional*):
+            Whether or not to return the hidden states of all layers. See `hidden_states` under returned tensors for
+            more detail.
+        return_dict (`bool`, *optional*):
+            Whether or not to return a [`~utils.ModelOutput`] instead of a plain tuple.
+"""
+
+CLIP_INPUTS_DOCSTRING = r"""
+    Args:
+        input_ids (`torch.LongTensor` of shape `(batch_size, sequence_length)`):
+            Indices of input sequence tokens in the vocabulary. Padding will be ignored by default should you provide
+            it.
+
+            Indices can be obtained using [`AutoTokenizer`]. See [`PreTrainedTokenizer.encode`] and
+            [`PreTrainedTokenizer.__call__`] for details.
+
+            [What are input IDs?](../glossary#input-ids)
+        attention_mask (`torch.Tensor` of shape `(batch_size, sequence_length)`, *optional*):
+            Mask to avoid performing attention on padding token indices. Mask values selected in `[0, 1]`:
+
+            - 1 for tokens that are **not masked**,
+            - 0 for tokens that are **masked**.
+
+            [What are attention masks?](../glossary#attention-mask)
+        position_ids (`torch.LongTensor` of shape `(batch_size, sequence_length)`, *optional*):
+            Indices of positions of each input sequence tokens in the position embeddings. Selected in the range `[0,
+            config.max_position_embeddings - 1]`.
+
+            [What are position IDs?](../glossary#position-ids)
+        pixel_values (`torch.FloatTensor` of shape `(batch_size, num_channels, height, width)`):
+            Pixel values. Padding will be ignored by default should you provide it. Pixel values can be obtained using
+            [`AutoImageProcessor`]. See [`CLIPImageProcessor.__call__`] for details.
+        return_loss (`bool`, *optional*):
+            Whether or not to return the contrastive loss.
+        output_attentions (`bool`, *optional*):
+            Whether or not to return the attentions tensors of all attention layers. See `attentions` under returned
+            tensors for more detail.
+        output_hidden_states (`bool`, *optional*):
+            Whether or not to return the hidden states of all layers. See `hidden_states` under returned tensors for
+            more detail.
+        return_dict (`bool`, *optional*):
+            Whether or not to return a [`~utils.ModelOutput`] instead of a plain tuple.
+"""
+
+
+class CLIPEncoder(nn.Module):
+    """
+    Transformer encoder consisting of `config.num_hidden_layers` self attention layers. Each layer is a
+    [`CLIPEncoderLayer`].
+
+    Args:
+        config: CLIPConfig
+    """
+
+    def __init__(self, config: LanguageBindDepthConfig):
+        super().__init__()
+        self.config = config
+        self.layers = nn.ModuleList([CLIPEncoderLayer(config) for _ in range(config.num_hidden_layers)])
+        self.gradient_checkpointing = False
+
+    def forward(
+        self,
+        inputs_embeds,
+        attention_mask: Optional[torch.Tensor] = None,
+        causal_attention_mask: Optional[torch.Tensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutput]:
+        r"""
+        Args:
+            inputs_embeds (`torch.FloatTensor` of shape `(batch_size, sequence_length, hidden_size)`):
+                Optionally, instead of passing `input_ids` you can choose to directly pass an embedded representation.
+                This is useful if you want more control over how to convert `input_ids` indices into associated vectors
+                than the model's internal embedding lookup matrix.
+            attention_mask (`torch.Tensor` of shape `(batch_size, sequence_length)`, *optional*):
+                Mask to avoid performing attention on padding token indices. Mask values selected in `[0, 1]`:
+
+                - 1 for tokens that are **not masked**,
+                - 0 for tokens that are **masked**.
+
+                [What are attention masks?](../glossary#attention-mask)
+            causal_attention_mask (`torch.Tensor` of shape `(batch_size, sequence_length)`, *optional*):
+                Causal mask for the text model. Mask values selected in `[0, 1]`:
+
+                - 1 for tokens that are **not masked**,
+                - 0 for tokens that are **masked**.
+
+                [What are attention masks?](../glossary#attention-mask)
+            output_attentions (`bool`, *optional*):
+                Whether or not to return the attentions tensors of all attention layers. See `attentions` under
+                returned tensors for more detail.
+            output_hidden_states (`bool`, *optional*):
+                Whether or not to return the hidden states of all layers. See `hidden_states` under returned tensors
+                for more detail.
+            return_dict (`bool`, *optional*):
+                Whether or not to return a [`~utils.ModelOutput`] instead of a plain tuple.
+        """
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        encoder_states = () if output_hidden_states else None
+        all_attentions = () if output_attentions else None
+
+        hidden_states = inputs_embeds
+        for idx, encoder_layer in enumerate(self.layers):
+            if output_hidden_states:
+                encoder_states = encoder_states + (hidden_states,)
+            if self.gradient_checkpointing and self.training:
+
+                def create_custom_forward(module):
+                    def custom_forward(*inputs):
+                        return module(*inputs, output_attentions)
+
+                    return custom_forward
+
+                layer_outputs = torch.utils.checkpoint.checkpoint(
+                    create_custom_forward(encoder_layer),
+                    hidden_states,
+                    attention_mask,
+                    causal_attention_mask,
+                )
+            else:
+                layer_outputs = encoder_layer(
+                    hidden_states,
+                    attention_mask,
+                    causal_attention_mask,
+                    output_attentions=output_attentions,
+                )
+
+            hidden_states = layer_outputs[0]
+
+            if output_attentions:
+                all_attentions = all_attentions + (layer_outputs[1],)
+
+        if output_hidden_states:
+            encoder_states = encoder_states + (hidden_states,)
+
+        if not return_dict:
+            return tuple(v for v in [hidden_states, encoder_states, all_attentions] if v is not None)
+        return BaseModelOutput(
+            last_hidden_state=hidden_states, hidden_states=encoder_states, attentions=all_attentions
+        )
+
+
+# Copied from transformers.models.bart.modeling_bart._make_causal_mask
+def _make_causal_mask(
+    input_ids_shape: torch.Size, dtype: torch.dtype, device: torch.device, past_key_values_length: int = 0
+):
+    """
+    Make causal mask used for bi-directional self-attention.
+    """
+    bsz, tgt_len = input_ids_shape
+    mask = torch.full((tgt_len, tgt_len), torch.finfo(dtype).min, device=device)
+    mask_cond = torch.arange(mask.size(-1), device=device)
+    mask.masked_fill_(mask_cond < (mask_cond + 1).view(mask.size(-1), 1), 0)
+    mask = mask.to(dtype)
+
+    if past_key_values_length > 0:
+        mask = torch.cat([torch.zeros(tgt_len, past_key_values_length, dtype=dtype, device=device), mask], dim=-1)
+    return mask[None, None, :, :].expand(bsz, 1, tgt_len, tgt_len + past_key_values_length)
+
+
+class CLIPTextTransformer(nn.Module):
+    def __init__(self, config: CLIPTextConfig):
+        super().__init__()
+        self.config = config
+        embed_dim = config.hidden_size
+        self.embeddings = CLIPTextEmbeddings(config)
+        self.encoder = CLIPEncoder(config)
+        self.final_layer_norm = nn.LayerNorm(embed_dim, eps=config.layer_norm_eps)
+
+    @add_start_docstrings_to_model_forward(CLIP_TEXT_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=BaseModelOutputWithPooling, config_class=CLIPTextConfig)
+    def forward(
+        self,
+        input_ids: Optional[torch.Tensor] = None,
+        attention_mask: Optional[torch.Tensor] = None,
+        position_ids: Optional[torch.Tensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutputWithPooling]:
+        r"""
+        Returns:
+
+        """
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        if input_ids is None:
+            raise ValueError("You have to specify input_ids")
+
+        input_shape = input_ids.size()
+        input_ids = input_ids.view(-1, input_shape[-1])
+
+        hidden_states = self.embeddings(input_ids=input_ids, position_ids=position_ids)
+
+        # CLIP's text model uses causal mask, prepare it here.
+        # https://github.com/openai/CLIP/blob/cfcffb90e69f37bf2ff1e988237a0fbe41f33c04/clip/model.py#L324
+        causal_attention_mask = _make_causal_mask(input_shape, hidden_states.dtype, device=hidden_states.device)
+        # expand attention_mask
+        if attention_mask is not None:
+            # [bsz, seq_len] -> [bsz, 1, tgt_seq_len, src_seq_len]
+            attention_mask = _expand_mask(attention_mask, hidden_states.dtype)
+
+        encoder_outputs = self.encoder(
+            inputs_embeds=hidden_states,
+            attention_mask=attention_mask,
+            causal_attention_mask=causal_attention_mask,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        last_hidden_state = encoder_outputs[0]
+        last_hidden_state = self.final_layer_norm(last_hidden_state)
+
+        # text_embeds.shape = [batch_size, sequence_length, transformer.width]
+        # take features from the eot embedding (eot_token is the highest number in each sequence)
+        # casting to torch.int for onnx compatibility: argmax doesn't support int64 inputs with opset 14
+        pooled_output = last_hidden_state[
+            torch.arange(last_hidden_state.shape[0], device=last_hidden_state.device),
+            input_ids.to(dtype=torch.int, device=last_hidden_state.device).argmax(dim=-1),
+        ]
+
+        if not return_dict:
+            return (last_hidden_state, pooled_output) + encoder_outputs[1:]
+
+        return BaseModelOutputWithPooling(
+            last_hidden_state=last_hidden_state,
+            pooler_output=pooled_output,
+            hidden_states=encoder_outputs.hidden_states,
+            attentions=encoder_outputs.attentions,
+        )
+
+
+@add_start_docstrings(
+    """The text model from CLIP without any head or projection on top.""",
+    CLIP_START_DOCSTRING,
+)
+class CLIPTextModel(CLIPPreTrainedModel):
+    config_class = CLIPTextConfig
+
+    _no_split_modules = ["CLIPEncoderLayer"]
+
+    def __init__(self, config: CLIPTextConfig):
+        super().__init__(config)
+        self.text_model = CLIPTextTransformer(config)
+        # Initialize weights and apply final processing
+        self.post_init()
+
+    def get_input_embeddings(self) -> nn.Module:
+        return self.text_model.embeddings.token_embedding
+
+    def set_input_embeddings(self, value):
+        self.text_model.embeddings.token_embedding = value
+
+    @add_start_docstrings_to_model_forward(CLIP_TEXT_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=BaseModelOutputWithPooling, config_class=CLIPTextConfig)
+    def forward(
+        self,
+        input_ids: Optional[torch.Tensor] = None,
+        attention_mask: Optional[torch.Tensor] = None,
+        position_ids: Optional[torch.Tensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutputWithPooling]:
+        r"""
+        Returns:
+
+        Examples:
+
+        ```python
+        >>> from transformers import AutoTokenizer, CLIPTextModel
+
+        >>> model = CLIPTextModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> tokenizer = AutoTokenizer.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> inputs = tokenizer(["a photo of a cat", "a photo of a dog"], padding=True, return_tensors="pt")
+
+        >>> outputs = model(**inputs)
+        >>> last_hidden_state = outputs.last_hidden_state
+        >>> pooled_output = outputs.pooler_output  # pooled (EOS token) states
+        ```"""
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        return self.text_model(
+            input_ids=input_ids,
+            attention_mask=attention_mask,
+            position_ids=position_ids,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+
+class CLIPVisionTransformer(nn.Module):
+    def __init__(self, config: CLIPVisionConfig):
+        super().__init__()
+        self.config = config
+        embed_dim = config.hidden_size
+
+        self.embeddings = CLIPVisionEmbeddings(config)
+        self.patch_dropout = PatchDropout(config.force_patch_dropout)
+        self.pre_layrnorm = nn.LayerNorm(embed_dim, eps=config.layer_norm_eps)
+        self.encoder = CLIPEncoder(config)
+        self.post_layernorm = nn.LayerNorm(embed_dim, eps=config.layer_norm_eps)
+
+    @add_start_docstrings_to_model_forward(CLIP_VISION_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=BaseModelOutputWithPooling, config_class=CLIPVisionConfig)
+    def forward(
+        self,
+        pixel_values: Optional[torch.FloatTensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutputWithPooling]:
+        r"""
+        Returns:
+
+        """
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        if pixel_values is None:
+            raise ValueError("You have to specify pixel_values")
+        ######################################
+        if len(pixel_values.shape) == 7:
+            b_new, pair_new, T, bs_new, channel_new, h_new, w_new = pixel_values.shape
+            # print(pixel_values.shape)
+            B = b_new * pair_new * bs_new
+            pixel_values = pixel_values.reshape(B*T, channel_new, h_new, w_new)
+
+        elif len(pixel_values.shape) == 5:
+            B, _, T, _, _ = pixel_values.shape
+            # print(pixel_values.shape)
+            pixel_values = rearrange(pixel_values, 'b c t h w -> (b t) c h w')
+        else:
+            # print(pixel_values.shape)
+            B, _, _, _ = pixel_values.shape
+            T = 1
+        ###########################
+        hidden_states = self.embeddings(pixel_values)
+
+        hidden_states = self.patch_dropout(hidden_states, B, T)  ##############################################
+
+        hidden_states = self.pre_layrnorm(hidden_states)
+
+        encoder_outputs = self.encoder(
+            inputs_embeds=hidden_states,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        last_hidden_state = encoder_outputs[0]
+        pooled_output = last_hidden_state[:, 0, :]
+        pooled_output = self.post_layernorm(pooled_output)
+
+        pooled_output = pooled_output.reshape(B, T, -1).mean(1) ################################
+
+        if not return_dict:
+            return (last_hidden_state, pooled_output) + encoder_outputs[1:]
+
+        return BaseModelOutputWithPooling(
+            last_hidden_state=last_hidden_state,
+            pooler_output=pooled_output,
+            hidden_states=encoder_outputs.hidden_states,
+            attentions=encoder_outputs.attentions,
+        )
+
+
+@add_start_docstrings(
+    """The vision model from CLIP without any head or projection on top.""",
+    CLIP_START_DOCSTRING,
+)
+class CLIPVisionModel(CLIPPreTrainedModel):
+    config_class = CLIPVisionConfig
+    main_input_name = "pixel_values"
+
+    def __init__(self, config: CLIPVisionConfig):
+        super().__init__(config)
+        self.vision_model = CLIPVisionTransformer(config)
+        # Initialize weights and apply final processing
+        self.post_init()
+
+    def get_input_embeddings(self) -> nn.Module:
+        return self.vision_model.embeddings.patch_embedding
+
+    @add_start_docstrings_to_model_forward(CLIP_VISION_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=BaseModelOutputWithPooling, config_class=CLIPVisionConfig)
+    def forward(
+        self,
+        pixel_values: Optional[torch.FloatTensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutputWithPooling]:
+        r"""
+        Returns:
+
+        Examples:
+
+        ```python
+        >>> from PIL import Image
+        >>> import requests
+        >>> from transformers import AutoProcessor, CLIPVisionModel
+
+        >>> model = CLIPVisionModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> processor = AutoProcessor.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> url = "http://images.cocodataset.org/val2017/000000039769.jpg"
+        >>> image = Image.open(requests.get(url, stream=True).raw)
+
+        >>> inputs = processor(images=image, return_tensors="pt")
+
+        >>> outputs = model(**inputs)
+        >>> last_hidden_state = outputs.last_hidden_state
+        >>> pooled_output = outputs.pooler_output  # pooled CLS states
+        ```"""
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        return self.vision_model(
+            pixel_values=pixel_values,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+
+@add_start_docstrings(CLIP_START_DOCSTRING)
+class LanguageBindDepth(CLIPPreTrainedModel):
+    config_class = LanguageBindDepthConfig
+
+    def __init__(self, config: LanguageBindDepthConfig):
+        super().__init__(config)
+
+        if not isinstance(config.text_config, CLIPTextConfig):
+            raise ValueError(
+                "config.text_config is expected to be of type CLIPTextConfig but is of type"
+                f" {type(config.text_config)}."
+            )
+
+        if not isinstance(config.vision_config, CLIPVisionConfig):
+            raise ValueError(
+                "config.vision_config is expected to be of type CLIPVisionConfig but is of type"
+                f" {type(config.vision_config)}."
+            )
+
+        text_config = config.text_config
+        vision_config = config.vision_config
+        self.add_time_attn = vision_config.add_time_attn
+        self.lora_r = vision_config.lora_r
+        self.lora_alpha = vision_config.lora_alpha
+        self.lora_dropout = vision_config.lora_dropout
+
+        self.projection_dim = config.projection_dim
+        self.text_embed_dim = text_config.hidden_size
+        self.vision_embed_dim = vision_config.hidden_size
+
+        self.text_model = CLIPTextTransformer(text_config)
+        self.vision_model = CLIPVisionTransformer(vision_config)
+
+        self.visual_projection = nn.Linear(self.vision_embed_dim, self.projection_dim, bias=False)
+        self.text_projection = nn.Linear(self.text_embed_dim, self.projection_dim, bias=False)
+        self.logit_scale = nn.Parameter(torch.tensor(self.config.logit_scale_init_value))
+
+        # Initialize weights and apply final processing
+        self.post_init()
+        self.convert_to_lora()
+        self.resize_pos(self.vision_model.embeddings, vision_config)
+
+    def convert_to_lora(self):
+        if self.lora_r == 0:
+            return
+        if self.add_time_attn:
+            target_modules = ["temporal_attn.k_proj", "temporal_attn.v_proj",
+                              "temporal_attn.q_proj", "temporal_attn.out_proj",
+                              "temporal_mlp.fc1", "temporal_mlp.fc2"]
+        else:
+            target_modules = ["k_proj", "v_proj", "q_proj", "out_proj"]
+        config = LoraConfig(
+            r=self.lora_r,  # 16
+            lora_alpha=self.lora_alpha,  # 16
+            target_modules=target_modules,  # self_attn.out_proj
+            lora_dropout=self.lora_dropout,  # 0.1
+            bias="none",
+            modules_to_save=[],
+        )
+        self.vision_model.encoder.is_gradient_checkpointing = False
+        self.vision_model.encoder = get_peft_model(self.vision_model.encoder, config)
+
+    def resize_pos(self, m, vision_config):
+        # convert embedding
+        if vision_config.num_mel_bins!=0 and vision_config.target_length!=0:
+            m.image_size = [vision_config.num_mel_bins, vision_config.target_length]
+        m.config.image_size = [m.image_size, m.image_size] if isinstance(m.image_size, int) else m.image_size
+        # pos resize
+        old_pos_embed_state_dict = m.position_embedding.state_dict()
+        old_pos_embed = old_pos_embed_state_dict['weight']
+        dtype = old_pos_embed.dtype
+        grid_size = [m.config.image_size[0] // m.patch_size, m.config.image_size[1] // m.patch_size]
+        extra_tokens = 1  # FIXME detect different token configs (ie no class token, or more)
+        new_seq_len = grid_size[0] * grid_size[1] + extra_tokens
+        if new_seq_len == old_pos_embed.shape[0]:
+            # m.to(args.device)
+            return
+
+        m.num_patches = grid_size[0] * grid_size[1]
+        m.num_positions = m.num_patches + 1
+        m.register_buffer("position_ids", torch.arange(m.num_positions).expand((1, -1)))
+        new_position_embedding = nn.Embedding(m.num_positions, m.embed_dim)
+
+        if extra_tokens:
+            pos_emb_tok, pos_emb_img = old_pos_embed[:extra_tokens], old_pos_embed[extra_tokens:]
+        else:
+            pos_emb_tok, pos_emb_img = None, old_pos_embed
+        old_grid_size = [int(math.sqrt(len(pos_emb_img)))] * 2
+
+        # if is_master(args):
+        #     logging.info('Resizing position embedding grid-size from %s to %s', old_grid_size, grid_size)
+        pos_emb_img = pos_emb_img.reshape(1, old_grid_size[0], old_grid_size[1], -1).permute(0, 3, 1, 2)
+        pos_emb_img = F.interpolate(
+            pos_emb_img,
+            size=grid_size,
+            mode='bicubic',
+            antialias=True,
+            align_corners=False,
+        )
+        pos_emb_img = pos_emb_img.permute(0, 2, 3, 1).reshape(1, grid_size[0] * grid_size[1], -1)[0]
+        if pos_emb_tok is not None:
+            new_pos_embed = torch.cat([pos_emb_tok, pos_emb_img], dim=0)
+        else:
+            new_pos_embed = pos_emb_img
+        old_pos_embed_state_dict['weight'] = new_pos_embed.to(dtype)
+        m.position_embedding = new_position_embedding
+        m.position_embedding.load_state_dict(old_pos_embed_state_dict)
+
+        # m.to(args.device)
+
+    @add_start_docstrings_to_model_forward(CLIP_TEXT_INPUTS_DOCSTRING)
+    def get_text_features(
+        self,
+        input_ids: Optional[torch.Tensor] = None,
+        attention_mask: Optional[torch.Tensor] = None,
+        position_ids: Optional[torch.Tensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> torch.FloatTensor:
+        r"""
+        Returns:
+            text_features (`torch.FloatTensor` of shape `(batch_size, output_dim`): The text embeddings obtained by
+            applying the projection layer to the pooled output of [`CLIPTextModel`].
+
+        Examples:
+
+        ```python
+        >>> from transformers import AutoTokenizer, CLIPModel
+
+        >>> model = CLIPModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> tokenizer = AutoTokenizer.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> inputs = tokenizer(["a photo of a cat", "a photo of a dog"], padding=True, return_tensors="pt")
+        >>> text_features = model.get_text_features(**inputs)
+        ```"""
+        # Use CLIP model's config for some fields (if specified) instead of those of vision & text components.
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        text_outputs = self.text_model(
+            input_ids=input_ids,
+            attention_mask=attention_mask,
+            position_ids=position_ids,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        pooled_output = text_outputs[1]
+        text_features = self.text_projection(pooled_output)
+
+        return text_features
+
+    @add_start_docstrings_to_model_forward(CLIP_VISION_INPUTS_DOCSTRING)
+    def get_image_features(
+        self,
+        pixel_values: Optional[torch.FloatTensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> torch.FloatTensor:
+        r"""
+        Returns:
+            image_features (`torch.FloatTensor` of shape `(batch_size, output_dim`): The image embeddings obtained by
+            applying the projection layer to the pooled output of [`CLIPVisionModel`].
+
+        Examples:
+
+        ```python
+        >>> from PIL import Image
+        >>> import requests
+        >>> from transformers import AutoProcessor, CLIPModel
+
+        >>> model = CLIPModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> processor = AutoProcessor.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> url = "http://images.cocodataset.org/val2017/000000039769.jpg"
+        >>> image = Image.open(requests.get(url, stream=True).raw)
+
+        >>> inputs = processor(images=image, return_tensors="pt")
+
+        >>> image_features = model.get_image_features(**inputs)
+        ```"""
+        # Use CLIP model's config for some fields (if specified) instead of those of vision & text components.
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        vision_outputs = self.vision_model(
+            pixel_values=pixel_values,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        pooled_output = vision_outputs[1]  # pooled_output
+        image_features = self.visual_projection(pooled_output)
+
+        return image_features
+
+    @add_start_docstrings_to_model_forward(CLIP_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=CLIPOutput, config_class=LanguageBindDepthConfig)
+    def forward(
+        self,
+        input_ids: Optional[torch.LongTensor] = None,
+        pixel_values: Optional[torch.FloatTensor] = None,
+        attention_mask: Optional[torch.Tensor] = None,
+        position_ids: Optional[torch.LongTensor] = None,
+        return_loss: Optional[bool] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, CLIPOutput]:
+        r"""
+        Returns:
+
+        Examples:
+
+        ```python
+        >>> from PIL import Image
+        >>> import requests
+        >>> from transformers import AutoProcessor, CLIPModel
+
+        >>> model = CLIPModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> processor = AutoProcessor.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> url = "http://images.cocodataset.org/val2017/000000039769.jpg"
+        >>> image = Image.open(requests.get(url, stream=True).raw)
+
+        >>> inputs = processor(
+        ...     text=["a photo of a cat", "a photo of a dog"], images=image, return_tensors="pt", padding=True
+        ... )
+
+        >>> outputs = model(**inputs)
+        >>> logits_per_image = outputs.logits_per_image  # this is the image-text similarity score
+        >>> probs = logits_per_image.softmax(dim=1)  # we can take the softmax to get the label probabilities
+        ```"""
+        # Use CLIP model's config for some fields (if specified) instead of those of vision & text components.
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        vision_outputs = self.vision_model(
+            pixel_values=pixel_values,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        text_outputs = self.text_model(
+            input_ids=input_ids,
+            attention_mask=attention_mask,
+            position_ids=position_ids,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        image_embeds = vision_outputs[1]
+        image_embeds = self.visual_projection(image_embeds)
+
+        text_embeds = text_outputs[1]
+        text_embeds = self.text_projection(text_embeds)
+
+        # normalized features
+        image_embeds = image_embeds / image_embeds.norm(p=2, dim=-1, keepdim=True)
+        text_embeds = text_embeds / text_embeds.norm(p=2, dim=-1, keepdim=True)
+
+        # cosine similarity as logits
+        logit_scale = self.logit_scale.exp()
+        logits_per_text = torch.matmul(text_embeds, image_embeds.t()) * logit_scale
+        logits_per_image = logits_per_text.t()
+
+        loss = None
+        if return_loss:
+            loss = clip_loss(logits_per_text)
+
+        if not return_dict:
+            output = (logits_per_image, logits_per_text, text_embeds, image_embeds, text_outputs, vision_outputs)
+            return ((loss,) + output) if loss is not None else output
+
+        return CLIPOutput(
+            loss=loss,
+            logits_per_image=logits_per_image,
+            logits_per_text=logits_per_text,
+            text_embeds=text_embeds,
+            image_embeds=image_embeds,
+            text_model_output=text_outputs,
+            vision_model_output=vision_outputs,
+        )
\ No newline at end of file
diff --git a/llava/model/multimodal_encoder/languagebind/depth/processing_depth.py b/llava/model/multimodal_encoder/languagebind/depth/processing_depth.py
new file mode 100644
index 0000000000000000000000000000000000000000..1019e0cb45c8be4bc7424c4d8f9d091dac5dab0b
--- /dev/null
+++ b/llava/model/multimodal_encoder/languagebind/depth/processing_depth.py
@@ -0,0 +1,108 @@
+import cv2
+import torch
+from PIL import Image
+from torch import nn
+from torchvision import transforms
+from transformers import ProcessorMixin, BatchEncoding
+from transformers.image_processing_utils import BatchFeature
+
+OPENAI_DATASET_MEAN = (0.48145466, 0.4578275, 0.40821073)
+OPENAI_DATASET_STD = (0.26862954, 0.26130258, 0.27577711)
+
+def make_list_of_images(x):
+    if not isinstance(x, list):
+        return [x]
+    return x
+
+def opencv_loader(path):
+    return cv2.imread(path, cv2.IMREAD_UNCHANGED).astype('float32')
+
+
+class DepthNorm(nn.Module):
+    def __init__(
+        self,
+        max_depth=0,
+        min_depth=0.01,
+    ):
+        super().__init__()
+        self.max_depth = max_depth
+        self.min_depth = min_depth
+        self.scale = 1000.0  # nyuv2 abs.depth
+
+    def forward(self, image):
+        # image = np.array(image)
+        depth_img = image / self.scale  # (H, W)   in meters
+        depth_img = depth_img.clip(min=self.min_depth)
+        if self.max_depth != 0:
+            depth_img = depth_img.clip(max=self.max_depth)
+            depth_img /= self.max_depth   #  0-1
+        else:
+            depth_img /= depth_img.max()
+        depth_img = torch.from_numpy(depth_img).unsqueeze(0).repeat(3, 1, 1)  # assume image
+        return depth_img.to(torch.get_default_dtype())
+
+def get_depth_transform(config):
+    config = config.vision_config
+    transform = transforms.Compose(
+        [
+            DepthNorm(max_depth=config.max_depth),
+            transforms.Resize(224, interpolation=transforms.InterpolationMode.BICUBIC),
+            transforms.CenterCrop(224),
+            transforms.Normalize(OPENAI_DATASET_MEAN, OPENAI_DATASET_STD),  # assume image
+            # transforms.Normalize((0.5, ), (0.5, ))  # 0-1 to norm distribution
+            # transforms.Normalize((0.0418, ), (0.0295, ))  # sun rgb-d  imagebind
+            # transforms.Normalize((0.02, ), (0.00295, ))  # nyuv2
+        ]
+    )
+    return transform
+
+def load_and_transform_depth(depth_path, transform):
+    depth = opencv_loader(depth_path)
+    depth_outputs = transform(depth)
+    return depth_outputs
+
+class LanguageBindDepthProcessor(ProcessorMixin):
+    attributes = []
+    tokenizer_class = ("LanguageBindDepthTokenizer")
+
+    def __init__(self, config, tokenizer=None, **kwargs):
+        super().__init__(**kwargs)
+        self.config = config
+        self.transform = get_depth_transform(config)
+        self.image_processor = load_and_transform_depth
+        self.tokenizer = tokenizer
+
+    def __call__(self, images=None, text=None, context_length=77, return_tensors=None, **kwargs):
+        if text is None and images is None:
+            raise ValueError("You have to specify either text or images. Both cannot be none.")
+
+        if text is not None:
+            encoding = self.tokenizer(text, max_length=context_length, padding='max_length',
+                                      truncation=True, return_tensors=return_tensors, **kwargs)
+
+        if images is not None:
+            images = make_list_of_images(images)
+            image_features = [self.image_processor(image, self.transform) for image in images]
+            image_features = torch.stack(image_features)
+
+        if text is not None and images is not None:
+            encoding["pixel_values"] = image_features
+            return encoding
+        elif text is not None:
+            return encoding
+        else:
+            return {"pixel_values": image_features}
+
+    def batch_decode(self, skip_special_tokens=True, *args, **kwargs):
+        """
+        This method forwards all its arguments to CLIPTokenizerFast's [`~PreTrainedTokenizer.batch_decode`]. Please
+        refer to the docstring of this method for more information.
+        """
+        return self.tokenizer.batch_decode(*args, skip_special_tokens=skip_special_tokens, **kwargs)
+
+    def decode(self, skip_special_tokens=True, *args, **kwargs):
+        """
+        This method forwards all its arguments to CLIPTokenizerFast's [`~PreTrainedTokenizer.decode`]. Please refer to
+        the docstring of this method for more information.
+        """
+        return self.tokenizer.decode(*args, skip_special_tokens=skip_special_tokens, **kwargs)
diff --git a/llava/model/multimodal_encoder/languagebind/depth/tokenization_depth.py b/llava/model/multimodal_encoder/languagebind/depth/tokenization_depth.py
new file mode 100644
index 0000000000000000000000000000000000000000..eda9905131c2240cddf982b2937fe96cb33b4053
--- /dev/null
+++ b/llava/model/multimodal_encoder/languagebind/depth/tokenization_depth.py
@@ -0,0 +1,77 @@
+from transformers import CLIPTokenizer
+from transformers.utils import logging
+
+logger = logging.get_logger(__name__)
+
+VOCAB_FILES_NAMES = {
+    "vocab_file": "vocab.json",
+    "merges_file": "merges.txt",
+}
+
+PRETRAINED_VOCAB_FILES_MAP = {
+    "vocab_file": {
+        "lb203/LanguageBind-Depth": "https://huggingface.co/lb203/LanguageBind-Depth/resolve/main/vocab.json",
+    },
+    "merges_file": {
+        "lb203/LanguageBind-Depth": "https://huggingface.co/lb203/LanguageBind-Depth/resolve/main/merges.txt",
+    },
+}
+
+PRETRAINED_POSITIONAL_EMBEDDINGS_SIZES = {
+    "lb203/LanguageBind-Depth": 77,
+}
+
+
+PRETRAINED_INIT_CONFIGURATION = {
+    "lb203/LanguageBind-Thermal": {},
+}
+
+class LanguageBindDepthTokenizer(CLIPTokenizer):
+    """
+    Construct a CLIP tokenizer. Based on byte-level Byte-Pair-Encoding.
+
+    This tokenizer inherits from [`PreTrainedTokenizer`] which contains most of the main methods. Users should refer to
+    this superclass for more information regarding those methods.
+
+    Args:
+        vocab_file (`str`):
+            Path to the vocabulary file.
+        merges_file (`str`):
+            Path to the merges file.
+        errors (`str`, *optional*, defaults to `"replace"`):
+            Paradigm to follow when decoding bytes to UTF-8. See
+            [bytes.decode](https://docs.python.org/3/library/stdtypes.html#bytes.decode) for more information.
+        unk_token (`str`, *optional*, defaults to `<|endoftext|>`):
+            The unknown token. A token that is not in the vocabulary cannot be converted to an ID and is set to be this
+            token instead.
+        bos_token (`str`, *optional*, defaults to `<|startoftext|>`):
+            The beginning of sequence token.
+        eos_token (`str`, *optional*, defaults to `<|endoftext|>`):
+            The end of sequence token.
+    """
+
+    vocab_files_names = VOCAB_FILES_NAMES
+    pretrained_vocab_files_map = PRETRAINED_VOCAB_FILES_MAP
+    max_model_input_sizes = PRETRAINED_POSITIONAL_EMBEDDINGS_SIZES
+    model_input_names = ["input_ids", "attention_mask"]
+
+    def __init__(
+            self,
+            vocab_file,
+            merges_file,
+            errors="replace",
+            unk_token="<|endoftext|>",
+            bos_token="<|startoftext|>",
+            eos_token="<|endoftext|>",
+            pad_token="<|endoftext|>",  # hack to enable padding
+            **kwargs,
+    ):
+        super(LanguageBindDepthTokenizer, self).__init__(
+            vocab_file,
+            merges_file,
+            errors,
+            unk_token,
+            bos_token,
+            eos_token,
+            pad_token,  # hack to enable padding
+            **kwargs,)
\ No newline at end of file
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diff --git a/llava/model/multimodal_encoder/languagebind/image/configuration_image.py b/llava/model/multimodal_encoder/languagebind/image/configuration_image.py
new file mode 100644
index 0000000000000000000000000000000000000000..c1c7b0f7aad10f791c89b2f89aa4161defb990ae
--- /dev/null
+++ b/llava/model/multimodal_encoder/languagebind/image/configuration_image.py
@@ -0,0 +1,423 @@
+import copy
+import os
+from typing import Union
+
+from transformers import PretrainedConfig
+from transformers.utils import logging
+
+logger = logging.get_logger(__name__)
+
+
+
+
+
+
+
+class CLIPTextConfig(PretrainedConfig):
+    r"""
+    This is the configuration class to store the configuration of a [`CLIPTextModel`]. It is used to instantiate a CLIP
+    text encoder according to the specified arguments, defining the model architecture. Instantiating a configuration
+    with the defaults will yield a similar configuration to that of the text encoder of the CLIP
+    [openai/clip-vit-base-patch32](https://huggingface.co/openai/clip-vit-base-patch32) architecture.
+
+    Configuration objects inherit from [`PretrainedConfig`] and can be used to control the model outputs. Read the
+    documentation from [`PretrainedConfig`] for more information.
+
+    Args:
+        vocab_size (`int`, *optional*, defaults to 49408):
+            Vocabulary size of the CLIP text model. Defines the number of different tokens that can be represented by
+            the `inputs_ids` passed when calling [`CLIPModel`].
+        hidden_size (`int`, *optional*, defaults to 512):
+            Dimensionality of the encoder layers and the pooler layer.
+        intermediate_size (`int`, *optional*, defaults to 2048):
+            Dimensionality of the "intermediate" (i.e., feed-forward) layer in the Transformer encoder.
+        num_hidden_layers (`int`, *optional*, defaults to 12):
+            Number of hidden layers in the Transformer encoder.
+        num_attention_heads (`int`, *optional*, defaults to 8):
+            Number of attention heads for each attention layer in the Transformer encoder.
+        max_position_embeddings (`int`, *optional*, defaults to 77):
+            The maximum sequence length that this model might ever be used with. Typically set this to something large
+            just in case (e.g., 512 or 1024 or 2048).
+        hidden_act (`str` or `function`, *optional*, defaults to `"quick_gelu"`):
+            The non-linear activation function (function or string) in the encoder and pooler. If string, `"gelu"`,
+            `"relu"`, `"selu"` and `"gelu_new"` `"quick_gelu"` are supported.
+        layer_norm_eps (`float`, *optional*, defaults to 1e-5):
+            The epsilon used by the layer normalization layers.
+        attention_dropout (`float`, *optional*, defaults to 0.0):
+            The dropout ratio for the attention probabilities.
+        initializer_range (`float`, *optional*, defaults to 0.02):
+            The standard deviation of the truncated_normal_initializer for initializing all weight matrices.
+        initializer_factor (`float`, *optional*, defaults to 1):
+            A factor for initializing all weight matrices (should be kept to 1, used internally for initialization
+            testing).
+
+    Example:
+
+    ```python
+    >>> from transformers import CLIPTextConfig, CLIPTextModel
+
+    >>> # Initializing a CLIPTextConfig with openai/clip-vit-base-patch32 style configuration
+    >>> configuration = CLIPTextConfig()
+
+    >>> # Initializing a CLIPTextModel (with random weights) from the openai/clip-vit-base-patch32 style configuration
+    >>> model = CLIPTextModel(configuration)
+
+    >>> # Accessing the model configuration
+    >>> configuration = model.config
+    ```"""
+    model_type = "clip_text_model"
+
+    def __init__(
+        self,
+        vocab_size=49408,
+        hidden_size=512,
+        intermediate_size=2048,
+        projection_dim=512,
+        num_hidden_layers=12,
+        num_attention_heads=8,
+        max_position_embeddings=77,
+        hidden_act="quick_gelu",
+        layer_norm_eps=1e-5,
+        attention_dropout=0.0,
+        initializer_range=0.02,
+        initializer_factor=1.0,
+        # This differs from `CLIPTokenizer`'s default and from openai/clip
+        # See https://github.com/huggingface/transformers/pull/24773#issuecomment-1632287538
+        pad_token_id=1,
+        bos_token_id=49406,
+        eos_token_id=49407,
+        **kwargs,
+    ):
+        super().__init__(pad_token_id=pad_token_id, bos_token_id=bos_token_id, eos_token_id=eos_token_id, **kwargs)
+
+        self.vocab_size = vocab_size
+        self.hidden_size = hidden_size
+        self.intermediate_size = intermediate_size
+        self.projection_dim = projection_dim
+        self.num_hidden_layers = num_hidden_layers
+        self.num_attention_heads = num_attention_heads
+        self.max_position_embeddings = max_position_embeddings
+        self.layer_norm_eps = layer_norm_eps
+        self.hidden_act = hidden_act
+        self.initializer_range = initializer_range
+        self.initializer_factor = initializer_factor
+        self.attention_dropout = attention_dropout
+        self.add_time_attn = False  ######################################
+
+    @classmethod
+    def from_pretrained(cls, pretrained_model_name_or_path: Union[str, os.PathLike], **kwargs) -> "PretrainedConfig":
+        cls._set_token_in_kwargs(kwargs)
+
+        config_dict, kwargs = cls.get_config_dict(pretrained_model_name_or_path, **kwargs)
+
+        # get the text config dict if we are loading from CLIPConfig
+        if config_dict.get("model_type") == "clip":
+            config_dict = config_dict["text_config"]
+
+        if "model_type" in config_dict and hasattr(cls, "model_type") and config_dict["model_type"] != cls.model_type:
+            logger.warning(
+                f"You are using a model of type {config_dict['model_type']} to instantiate a model of type "
+                f"{cls.model_type}. This is not supported for all configurations of models and can yield errors."
+            )
+
+        return cls.from_dict(config_dict, **kwargs)
+
+
+
+
+class CLIPVisionConfig(PretrainedConfig):
+    r"""
+    This is the configuration class to store the configuration of a [`CLIPVisionModel`]. It is used to instantiate a
+    CLIP vision encoder according to the specified arguments, defining the model architecture. Instantiating a
+    configuration with the defaults will yield a similar configuration to that of the vision encoder of the CLIP
+    [openai/clip-vit-base-patch32](https://huggingface.co/openai/clip-vit-base-patch32) architecture.
+
+    Configuration objects inherit from [`PretrainedConfig`] and can be used to control the model outputs. Read the
+    documentation from [`PretrainedConfig`] for more information.
+
+    Args:
+        hidden_size (`int`, *optional*, defaults to 768):
+            Dimensionality of the encoder layers and the pooler layer.
+        intermediate_size (`int`, *optional*, defaults to 3072):
+            Dimensionality of the "intermediate" (i.e., feed-forward) layer in the Transformer encoder.
+        num_hidden_layers (`int`, *optional*, defaults to 12):
+            Number of hidden layers in the Transformer encoder.
+        num_attention_heads (`int`, *optional*, defaults to 12):
+            Number of attention heads for each attention layer in the Transformer encoder.
+        image_size (`int`, *optional*, defaults to 224):
+            The size (resolution) of each image.
+        patch_size (`int`, *optional*, defaults to 32):
+            The size (resolution) of each patch.
+        hidden_act (`str` or `function`, *optional*, defaults to `"quick_gelu"`):
+            The non-linear activation function (function or string) in the encoder and pooler. If string, `"gelu"`,
+            `"relu"`, `"selu"` and `"gelu_new"` ``"quick_gelu"` are supported.
+        layer_norm_eps (`float`, *optional*, defaults to 1e-5):
+            The epsilon used by the layer normalization layers.
+        attention_dropout (`float`, *optional*, defaults to 0.0):
+            The dropout ratio for the attention probabilities.
+        initializer_range (`float`, *optional*, defaults to 0.02):
+            The standard deviation of the truncated_normal_initializer for initializing all weight matrices.
+        initializer_factor (`float`, *optional*, defaults to 1):
+            A factor for initializing all weight matrices (should be kept to 1, used internally for initialization
+            testing).
+
+    Example:
+
+    ```python
+    >>> from transformers import CLIPVisionConfig, CLIPVisionModel
+
+    >>> # Initializing a CLIPVisionConfig with openai/clip-vit-base-patch32 style configuration
+    >>> configuration = CLIPVisionConfig()
+
+    >>> # Initializing a CLIPVisionModel (with random weights) from the openai/clip-vit-base-patch32 style configuration
+    >>> model = CLIPVisionModel(configuration)
+
+    >>> # Accessing the model configuration
+    >>> configuration = model.config
+    ```"""
+
+    model_type = "clip_vision_model"
+
+    def __init__(
+        self,
+        hidden_size=768,
+        intermediate_size=3072,
+        projection_dim=512,
+        num_hidden_layers=12,
+        num_attention_heads=12,
+        num_channels=3,
+        image_size=224,
+        patch_size=32,
+        hidden_act="quick_gelu",
+        layer_norm_eps=1e-5,
+        attention_dropout=0.0,
+        initializer_range=0.02,
+        initializer_factor=1.0,
+
+        add_time_attn=False, ################################
+        num_frames=1, ################################
+        force_patch_dropout=0.0, ################################
+        lora_r=2, ################################
+        lora_alpha=16, ################################
+        lora_dropout=0.0, ################################
+        num_mel_bins=0.0, ################################
+        target_length=0.0, ################################
+        video_decode_backend='decord', #########################
+        **kwargs,
+    ):
+        super().__init__(**kwargs)
+
+        self.hidden_size = hidden_size
+        self.intermediate_size = intermediate_size
+        self.projection_dim = projection_dim
+        self.num_hidden_layers = num_hidden_layers
+        self.num_attention_heads = num_attention_heads
+        self.num_channels = num_channels
+        self.patch_size = patch_size
+        self.image_size = image_size
+        self.initializer_range = initializer_range
+        self.initializer_factor = initializer_factor
+        self.attention_dropout = attention_dropout
+        self.layer_norm_eps = layer_norm_eps
+        self.hidden_act = hidden_act
+
+        self.add_time_attn = add_time_attn  ################
+        self.num_frames = num_frames  ################
+        self.force_patch_dropout = force_patch_dropout  ################
+        self.lora_r = lora_r  ################
+        self.lora_alpha = lora_alpha  ################
+        self.lora_dropout = lora_dropout  ################
+        self.num_mel_bins = num_mel_bins  ################
+        self.target_length = target_length  ################
+        self.video_decode_backend = video_decode_backend  ################
+
+    @classmethod
+    def from_pretrained(cls, pretrained_model_name_or_path: Union[str, os.PathLike], **kwargs) -> "PretrainedConfig":
+        cls._set_token_in_kwargs(kwargs)
+
+        config_dict, kwargs = cls.get_config_dict(pretrained_model_name_or_path, **kwargs)
+
+        # get the vision config dict if we are loading from CLIPConfig
+        if config_dict.get("model_type") == "clip":
+            config_dict = config_dict["vision_config"]
+
+        if "model_type" in config_dict and hasattr(cls, "model_type") and config_dict["model_type"] != cls.model_type:
+            logger.warning(
+                f"You are using a model of type {config_dict['model_type']} to instantiate a model of type "
+                f"{cls.model_type}. This is not supported for all configurations of models and can yield errors."
+            )
+
+        return cls.from_dict(config_dict, **kwargs)
+
+
+class LanguageBindImageConfig(PretrainedConfig):
+    r"""
+    [`CLIPConfig`] is the configuration class to store the configuration of a [`CLIPModel`]. It is used to instantiate
+    a CLIP model according to the specified arguments, defining the text model and vision model configs. Instantiating
+    a configuration with the defaults will yield a similar configuration to that of the CLIP
+    [openai/clip-vit-base-patch32](https://huggingface.co/openai/clip-vit-base-patch32) architecture.
+
+    Configuration objects inherit from [`PretrainedConfig`] and can be used to control the model outputs. Read the
+    documentation from [`PretrainedConfig`] for more information.
+
+    Args:
+        text_config (`dict`, *optional*):
+            Dictionary of configuration options used to initialize [`CLIPTextConfig`].
+        vision_config (`dict`, *optional*):
+            Dictionary of configuration options used to initialize [`CLIPVisionConfig`].
+        projection_dim (`int`, *optional*, defaults to 512):
+            Dimentionality of text and vision projection layers.
+        logit_scale_init_value (`float`, *optional*, defaults to 2.6592):
+            The inital value of the *logit_scale* paramter. Default is used as per the original CLIP implementation.
+        kwargs (*optional*):
+            Dictionary of keyword arguments.
+
+    Example:
+
+    ```python
+    >>> from transformers import CLIPConfig, CLIPModel
+
+    >>> # Initializing a CLIPConfig with openai/clip-vit-base-patch32 style configuration
+    >>> configuration = CLIPConfig()
+
+    >>> # Initializing a CLIPModel (with random weights) from the openai/clip-vit-base-patch32 style configuration
+    >>> model = CLIPModel(configuration)
+
+    >>> # Accessing the model configuration
+    >>> configuration = model.config
+
+    >>> # We can also initialize a CLIPConfig from a CLIPTextConfig and a CLIPVisionConfig
+    >>> from transformers import CLIPTextConfig, CLIPVisionConfig
+
+    >>> # Initializing a CLIPText and CLIPVision configuration
+    >>> config_text = CLIPTextConfig()
+    >>> config_vision = CLIPVisionConfig()
+
+    >>> config = CLIPConfig.from_text_vision_configs(config_text, config_vision)
+    ```"""
+
+    model_type = "LanguageBindImage"
+    is_composition = True
+
+    def __init__(
+        self, text_config=None, vision_config=None, projection_dim=512, logit_scale_init_value=2.6592, **kwargs
+    ):
+        # If `_config_dict` exist, we use them for the backward compatibility.
+        # We pop out these 2 attributes before calling `super().__init__` to avoid them being saved (which causes a lot
+        # of confusion!).
+        text_config_dict = kwargs.pop("text_config_dict", None)
+        vision_config_dict = kwargs.pop("vision_config_dict", None)
+
+        super().__init__(**kwargs)
+
+        # Instead of simply assigning `[text|vision]_config_dict` to `[text|vision]_config`, we use the values in
+        # `[text|vision]_config_dict` to update the values in `[text|vision]_config`. The values should be same in most
+        # cases, but we don't want to break anything regarding `_config_dict` that existed before commit `8827e1b2`.
+        if text_config_dict is not None:
+            if text_config is None:
+                text_config = {}
+
+            # This is the complete result when using `text_config_dict`.
+            _text_config_dict = CLIPTextConfig(**text_config_dict).to_dict()
+
+            # Give a warning if the values exist in both `_text_config_dict` and `text_config` but being different.
+            for key, value in _text_config_dict.items():
+                if key in text_config and value != text_config[key] and key not in ["transformers_version"]:
+                    # If specified in `text_config_dict`
+                    if key in text_config_dict:
+                        message = (
+                            f"`{key}` is found in both `text_config_dict` and `text_config` but with different values. "
+                            f'The value `text_config_dict["{key}"]` will be used instead.'
+                        )
+                    # If inferred from default argument values (just to be super careful)
+                    else:
+                        message = (
+                            f"`text_config_dict` is provided which will be used to initialize `CLIPTextConfig`. The "
+                            f'value `text_config["{key}"]` will be overriden.'
+                        )
+                    logger.warning(message)
+
+            # Update all values in `text_config` with the ones in `_text_config_dict`.
+            text_config.update(_text_config_dict)
+
+        if vision_config_dict is not None:
+            if vision_config is None:
+                vision_config = {}
+
+            # This is the complete result when using `vision_config_dict`.
+            _vision_config_dict = CLIPVisionConfig(**vision_config_dict).to_dict()
+            # convert keys to string instead of integer
+            if "id2label" in _vision_config_dict:
+                _vision_config_dict["id2label"] = {
+                    str(key): value for key, value in _vision_config_dict["id2label"].items()
+                }
+
+            # Give a warning if the values exist in both `_vision_config_dict` and `vision_config` but being different.
+            for key, value in _vision_config_dict.items():
+                if key in vision_config and value != vision_config[key] and key not in ["transformers_version"]:
+                    # If specified in `vision_config_dict`
+                    if key in vision_config_dict:
+                        message = (
+                            f"`{key}` is found in both `vision_config_dict` and `vision_config` but with different "
+                            f'values. The value `vision_config_dict["{key}"]` will be used instead.'
+                        )
+                    # If inferred from default argument values (just to be super careful)
+                    else:
+                        message = (
+                            f"`vision_config_dict` is provided which will be used to initialize `CLIPVisionConfig`. "
+                            f'The value `vision_config["{key}"]` will be overriden.'
+                        )
+                    logger.warning(message)
+
+            # Update all values in `vision_config` with the ones in `_vision_config_dict`.
+            vision_config.update(_vision_config_dict)
+
+        if text_config is None:
+            text_config = {}
+            logger.info("`text_config` is `None`. Initializing the `CLIPTextConfig` with default values.")
+
+        if vision_config is None:
+            vision_config = {}
+            logger.info("`vision_config` is `None`. initializing the `CLIPVisionConfig` with default values.")
+
+        self.text_config = CLIPTextConfig(**text_config)
+        self.vision_config = CLIPVisionConfig(**vision_config)
+
+        self.projection_dim = projection_dim
+        self.logit_scale_init_value = logit_scale_init_value
+        self.initializer_factor = 1.0
+
+    @classmethod
+    def from_text_vision_configs(cls, text_config: CLIPTextConfig, vision_config: CLIPVisionConfig, **kwargs):
+        r"""
+        Instantiate a [`CLIPConfig`] (or a derived class) from clip text model configuration and clip vision model
+        configuration.
+
+        Returns:
+            [`CLIPConfig`]: An instance of a configuration object
+        """
+
+        return cls(text_config=text_config.to_dict(), vision_config=vision_config.to_dict(), **kwargs)
+
+    def to_dict(self):
+        """
+        Serializes this instance to a Python dictionary. Override the default [`~PretrainedConfig.to_dict`].
+
+        Returns:
+            `Dict[str, any]`: Dictionary of all the attributes that make up this configuration instance,
+        """
+        output = copy.deepcopy(self.__dict__)
+        output["text_config"] = self.text_config.to_dict()
+        output["vision_config"] = self.vision_config.to_dict()
+        output["model_type"] = self.__class__.model_type
+        return output
+
+
+
+
+
+
+
+
+
+
diff --git a/llava/model/multimodal_encoder/languagebind/image/modeling_image.py b/llava/model/multimodal_encoder/languagebind/image/modeling_image.py
new file mode 100644
index 0000000000000000000000000000000000000000..e95ac475e0f6ec9916543476832b34e7d6ec7c3a
--- /dev/null
+++ b/llava/model/multimodal_encoder/languagebind/image/modeling_image.py
@@ -0,0 +1,1030 @@
+import math
+from typing import Optional, Tuple, Union
+
+import torch
+from einops import rearrange
+from peft import LoraConfig, get_peft_model
+from torch import nn
+from torch.nn import functional as F
+from transformers import PreTrainedModel, add_start_docstrings
+from transformers.modeling_outputs import BaseModelOutput, BaseModelOutputWithPooling
+from transformers.models.clip.modeling_clip import CLIPMLP, CLIPAttention, CLIPTextEmbeddings, CLIPVisionEmbeddings, \
+    CLIPVisionModelWithProjection, CLIPTextModelWithProjection, _expand_mask, CLIPOutput, clip_loss
+from transformers.utils import add_start_docstrings_to_model_forward, replace_return_docstrings
+
+from .configuration_image import LanguageBindImageConfig, CLIPVisionConfig, CLIPTextConfig
+
+
+
+class PatchDropout(nn.Module):
+    """
+    https://arxiv.org/abs/2212.00794
+    """
+
+    def __init__(self, prob, exclude_first_token=True):
+        super().__init__()
+        assert 0 <= prob < 1.
+        self.prob = prob
+        self.exclude_first_token = exclude_first_token  # exclude CLS token
+
+    def forward(self, x, B, T):
+        if not self.training or self.prob == 0.:
+            return x
+
+        if self.exclude_first_token:
+            cls_tokens, x = x[:, :1], x[:, 1:]
+        else:
+            cls_tokens = torch.jit.annotate(torch.Tensor, x[:, :1])
+
+        batch = x.size()[0]
+        num_tokens = x.size()[1]
+
+        batch_indices = torch.arange(batch)
+        batch_indices = batch_indices[..., None]
+
+        keep_prob = 1 - self.prob
+        num_patches_keep = max(1, int(num_tokens * keep_prob))
+
+        if T == 1:
+            rand = torch.randn(batch, num_tokens)
+            patch_indices_keep = rand.topk(num_patches_keep, dim=-1).indices
+        else:
+            rand = torch.randn(B, num_tokens)
+            patch_indices_keep = rand.topk(num_patches_keep, dim=-1).indices
+            patch_indices_keep = patch_indices_keep.unsqueeze(1).repeat(1, T, 1)
+            patch_indices_keep = rearrange(patch_indices_keep, 'b t n -> (b t) n')
+
+
+        x = x[batch_indices, patch_indices_keep]
+
+        if self.exclude_first_token:
+            x = torch.cat((cls_tokens, x), dim=1)
+
+        return x
+
+class CLIPEncoderLayer(nn.Module):
+    def __init__(self, config: LanguageBindImageConfig):
+        super().__init__()
+        self.embed_dim = config.hidden_size
+        self.self_attn = CLIPAttention(config)
+        self.layer_norm1 = nn.LayerNorm(self.embed_dim, eps=config.layer_norm_eps)
+        self.mlp = CLIPMLP(config)
+        self.layer_norm2 = nn.LayerNorm(self.embed_dim, eps=config.layer_norm_eps)
+
+        self.add_time_attn = config.add_time_attn
+        if self.add_time_attn:
+            self.t = config.num_frames
+            self.temporal_embedding = nn.Parameter(torch.zeros(1, config.num_frames, config.hidden_size))
+            nn.init.normal_(self.temporal_embedding, std=config.hidden_size ** -0.5)
+
+            self.embed_dim = config.hidden_size
+            self.temporal_attn = CLIPAttention(config)
+            self.temporal_layer_norm1 = nn.LayerNorm(self.embed_dim, eps=config.layer_norm_eps)
+            self.temporal_mlp = CLIPMLP(config)
+            self.temporal_layer_norm2 = nn.LayerNorm(self.embed_dim, eps=config.layer_norm_eps)
+
+    def forward(
+        self,
+        hidden_states: torch.Tensor,
+        attention_mask: torch.Tensor,
+        causal_attention_mask: torch.Tensor,
+        output_attentions: Optional[bool] = False,
+    ) -> Tuple[torch.FloatTensor]:
+        """
+        Args:
+            hidden_states (`torch.FloatTensor`): input to the layer of shape `(batch, seq_len, embed_dim)`
+            attention_mask (`torch.FloatTensor`): attention mask of size
+                `(batch, 1, tgt_len, src_len)` where padding elements are indicated by very large negative values.
+                `(config.encoder_attention_heads,)`.
+            output_attentions (`bool`, *optional*):
+                Whether or not to return the attentions tensors of all attention layers. See `attentions` under
+                returned tensors for more detail.
+        """
+
+
+        if self.add_time_attn:
+            bt, n, d = hidden_states.shape
+            t = self.t
+
+            # time embed
+            if t != 1:
+                n = hidden_states.shape[1]
+                hidden_states = rearrange(hidden_states, '(b t) n d -> (b n) t d', t=t)
+                hidden_states = hidden_states + self.temporal_embedding[:, :t, :]
+                hidden_states = rearrange(hidden_states, '(b n) t d -> (b t) n d', n=n)
+
+            # time attn
+            residual = hidden_states
+            hidden_states = rearrange(hidden_states, '(b t) n d -> (b n) t d', t=t)
+            # hidden_states = self.layer_norm1(hidden_states)  # share layernorm
+            hidden_states = self.temporal_layer_norm1(hidden_states)
+            hidden_states, attn_weights = self.temporal_attn(
+                hidden_states=hidden_states,
+                attention_mask=attention_mask,
+                causal_attention_mask=causal_attention_mask,
+                output_attentions=output_attentions,
+            )
+            hidden_states = residual + rearrange(hidden_states, '(b n) t d -> (b t) n d', n=n)
+
+            residual = hidden_states
+            hidden_states = rearrange(hidden_states, '(b t) n d -> (b n) t d', t=t)
+            # hidden_states = self.layer_norm2(hidden_states)  # share layernorm
+            hidden_states = self.temporal_layer_norm2(hidden_states)
+            hidden_states = self.temporal_mlp(hidden_states)
+            hidden_states = residual + rearrange(hidden_states, '(b n) t d -> (b t) n d', n=n)
+
+        # spatial attn
+        residual = hidden_states
+
+        hidden_states = self.layer_norm1(hidden_states)
+        hidden_states, attn_weights = self.self_attn(
+            hidden_states=hidden_states,
+            attention_mask=attention_mask,
+            causal_attention_mask=causal_attention_mask,
+            output_attentions=output_attentions,
+        )
+        hidden_states = residual + hidden_states
+
+        residual = hidden_states
+        hidden_states = self.layer_norm2(hidden_states)
+        hidden_states = self.mlp(hidden_states)
+        hidden_states = residual + hidden_states
+
+        outputs = (hidden_states,)
+
+        if output_attentions:
+            outputs += (attn_weights,)
+
+        return outputs
+
+
+
+
+
+
+
+
+
+class CLIPPreTrainedModel(PreTrainedModel):
+    """
+    An abstract class to handle weights initialization and a simple interface for downloading and loading pretrained
+    models.
+    """
+
+    config_class = LanguageBindImageConfig
+    base_model_prefix = "clip"
+    supports_gradient_checkpointing = True
+    _keys_to_ignore_on_load_missing = [r"position_ids"]
+
+    def _init_weights(self, module):
+        """Initialize the weights"""
+        factor = self.config.initializer_factor
+        if isinstance(module, CLIPTextEmbeddings):
+            module.token_embedding.weight.data.normal_(mean=0.0, std=factor * 0.02)
+            module.position_embedding.weight.data.normal_(mean=0.0, std=factor * 0.02)
+        elif isinstance(module, CLIPVisionEmbeddings):
+            factor = self.config.initializer_factor
+            nn.init.normal_(module.class_embedding, mean=0.0, std=module.embed_dim**-0.5 * factor)
+            nn.init.normal_(module.patch_embedding.weight, std=module.config.initializer_range * factor)
+            nn.init.normal_(module.position_embedding.weight, std=module.config.initializer_range * factor)
+        elif isinstance(module, CLIPAttention):
+            factor = self.config.initializer_factor
+            in_proj_std = (module.embed_dim**-0.5) * ((2 * module.config.num_hidden_layers) ** -0.5) * factor
+            out_proj_std = (module.embed_dim**-0.5) * factor
+            nn.init.normal_(module.q_proj.weight, std=in_proj_std)
+            nn.init.normal_(module.k_proj.weight, std=in_proj_std)
+            nn.init.normal_(module.v_proj.weight, std=in_proj_std)
+            nn.init.normal_(module.out_proj.weight, std=out_proj_std)
+        elif isinstance(module, CLIPMLP):
+            factor = self.config.initializer_factor
+            in_proj_std = (
+                (module.config.hidden_size**-0.5) * ((2 * module.config.num_hidden_layers) ** -0.5) * factor
+            )
+            fc_std = (2 * module.config.hidden_size) ** -0.5 * factor
+            nn.init.normal_(module.fc1.weight, std=fc_std)
+            nn.init.normal_(module.fc2.weight, std=in_proj_std)
+        elif isinstance(module, LanguageBindImage):
+            nn.init.normal_(
+                module.text_projection.weight,
+                std=module.text_embed_dim**-0.5 * self.config.initializer_factor,
+            )
+            nn.init.normal_(
+                module.visual_projection.weight,
+                std=module.vision_embed_dim**-0.5 * self.config.initializer_factor,
+            )
+        elif isinstance(module, CLIPVisionModelWithProjection):
+            nn.init.normal_(
+                module.visual_projection.weight,
+                std=self.config.hidden_size**-0.5 * self.config.initializer_factor,
+            )
+        elif isinstance(module, CLIPTextModelWithProjection):
+            nn.init.normal_(
+                module.text_projection.weight,
+                std=self.config.hidden_size**-0.5 * self.config.initializer_factor,
+            )
+
+        if isinstance(module, nn.LayerNorm):
+            module.bias.data.zero_()
+            module.weight.data.fill_(1.0)
+        if isinstance(module, nn.Linear) and module.bias is not None:
+            module.bias.data.zero_()
+
+    def _set_gradient_checkpointing(self, module, value=False):
+        if isinstance(module, CLIPEncoder):
+            module.gradient_checkpointing = value
+
+
+CLIP_START_DOCSTRING = r"""
+    This model inherits from [`PreTrainedModel`]. Check the superclass documentation for the generic methods the
+    library implements for all its model (such as downloading or saving, resizing the input embeddings, pruning heads
+    etc.)
+
+    This model is also a PyTorch [torch.nn.Module](https://pytorch.org/docs/stable/nn.html#torch.nn.Module) subclass.
+    Use it as a regular PyTorch Module and refer to the PyTorch documentation for all matter related to general usage
+    and behavior.
+
+    Parameters:
+        config ([`CLIPConfig`]): Model configuration class with all the parameters of the model.
+            Initializing with a config file does not load the weights associated with the model, only the
+            configuration. Check out the [`~PreTrainedModel.from_pretrained`] method to load the model weights.
+"""
+
+CLIP_TEXT_INPUTS_DOCSTRING = r"""
+    Args:
+        input_ids (`torch.LongTensor` of shape `(batch_size, sequence_length)`):
+            Indices of input sequence tokens in the vocabulary. Padding will be ignored by default should you provide
+            it.
+
+            Indices can be obtained using [`AutoTokenizer`]. See [`PreTrainedTokenizer.encode`] and
+            [`PreTrainedTokenizer.__call__`] for details.
+
+            [What are input IDs?](../glossary#input-ids)
+        attention_mask (`torch.Tensor` of shape `(batch_size, sequence_length)`, *optional*):
+            Mask to avoid performing attention on padding token indices. Mask values selected in `[0, 1]`:
+
+            - 1 for tokens that are **not masked**,
+            - 0 for tokens that are **masked**.
+
+            [What are attention masks?](../glossary#attention-mask)
+        position_ids (`torch.LongTensor` of shape `(batch_size, sequence_length)`, *optional*):
+            Indices of positions of each input sequence tokens in the position embeddings. Selected in the range `[0,
+            config.max_position_embeddings - 1]`.
+
+            [What are position IDs?](../glossary#position-ids)
+        output_attentions (`bool`, *optional*):
+            Whether or not to return the attentions tensors of all attention layers. See `attentions` under returned
+            tensors for more detail.
+        output_hidden_states (`bool`, *optional*):
+            Whether or not to return the hidden states of all layers. See `hidden_states` under returned tensors for
+            more detail.
+        return_dict (`bool`, *optional*):
+            Whether or not to return a [`~utils.ModelOutput`] instead of a plain tuple.
+"""
+
+CLIP_VISION_INPUTS_DOCSTRING = r"""
+    Args:
+        pixel_values (`torch.FloatTensor` of shape `(batch_size, num_channels, height, width)`):
+            Pixel values. Padding will be ignored by default should you provide it. Pixel values can be obtained using
+            [`AutoImageProcessor`]. See [`CLIPImageProcessor.__call__`] for details.
+        output_attentions (`bool`, *optional*):
+            Whether or not to return the attentions tensors of all attention layers. See `attentions` under returned
+            tensors for more detail.
+        output_hidden_states (`bool`, *optional*):
+            Whether or not to return the hidden states of all layers. See `hidden_states` under returned tensors for
+            more detail.
+        return_dict (`bool`, *optional*):
+            Whether or not to return a [`~utils.ModelOutput`] instead of a plain tuple.
+"""
+
+CLIP_INPUTS_DOCSTRING = r"""
+    Args:
+        input_ids (`torch.LongTensor` of shape `(batch_size, sequence_length)`):
+            Indices of input sequence tokens in the vocabulary. Padding will be ignored by default should you provide
+            it.
+
+            Indices can be obtained using [`AutoTokenizer`]. See [`PreTrainedTokenizer.encode`] and
+            [`PreTrainedTokenizer.__call__`] for details.
+
+            [What are input IDs?](../glossary#input-ids)
+        attention_mask (`torch.Tensor` of shape `(batch_size, sequence_length)`, *optional*):
+            Mask to avoid performing attention on padding token indices. Mask values selected in `[0, 1]`:
+
+            - 1 for tokens that are **not masked**,
+            - 0 for tokens that are **masked**.
+
+            [What are attention masks?](../glossary#attention-mask)
+        position_ids (`torch.LongTensor` of shape `(batch_size, sequence_length)`, *optional*):
+            Indices of positions of each input sequence tokens in the position embeddings. Selected in the range `[0,
+            config.max_position_embeddings - 1]`.
+
+            [What are position IDs?](../glossary#position-ids)
+        pixel_values (`torch.FloatTensor` of shape `(batch_size, num_channels, height, width)`):
+            Pixel values. Padding will be ignored by default should you provide it. Pixel values can be obtained using
+            [`AutoImageProcessor`]. See [`CLIPImageProcessor.__call__`] for details.
+        return_loss (`bool`, *optional*):
+            Whether or not to return the contrastive loss.
+        output_attentions (`bool`, *optional*):
+            Whether or not to return the attentions tensors of all attention layers. See `attentions` under returned
+            tensors for more detail.
+        output_hidden_states (`bool`, *optional*):
+            Whether or not to return the hidden states of all layers. See `hidden_states` under returned tensors for
+            more detail.
+        return_dict (`bool`, *optional*):
+            Whether or not to return a [`~utils.ModelOutput`] instead of a plain tuple.
+"""
+
+
+class CLIPEncoder(nn.Module):
+    """
+    Transformer encoder consisting of `config.num_hidden_layers` self attention layers. Each layer is a
+    [`CLIPEncoderLayer`].
+
+    Args:
+        config: CLIPConfig
+    """
+
+    def __init__(self, config: LanguageBindImageConfig):
+        super().__init__()
+        self.config = config
+        self.layers = nn.ModuleList([CLIPEncoderLayer(config) for _ in range(config.num_hidden_layers)])
+        self.gradient_checkpointing = False
+
+    def forward(
+        self,
+        inputs_embeds,
+        attention_mask: Optional[torch.Tensor] = None,
+        causal_attention_mask: Optional[torch.Tensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutput]:
+        r"""
+        Args:
+            inputs_embeds (`torch.FloatTensor` of shape `(batch_size, sequence_length, hidden_size)`):
+                Optionally, instead of passing `input_ids` you can choose to directly pass an embedded representation.
+                This is useful if you want more control over how to convert `input_ids` indices into associated vectors
+                than the model's internal embedding lookup matrix.
+            attention_mask (`torch.Tensor` of shape `(batch_size, sequence_length)`, *optional*):
+                Mask to avoid performing attention on padding token indices. Mask values selected in `[0, 1]`:
+
+                - 1 for tokens that are **not masked**,
+                - 0 for tokens that are **masked**.
+
+                [What are attention masks?](../glossary#attention-mask)
+            causal_attention_mask (`torch.Tensor` of shape `(batch_size, sequence_length)`, *optional*):
+                Causal mask for the text model. Mask values selected in `[0, 1]`:
+
+                - 1 for tokens that are **not masked**,
+                - 0 for tokens that are **masked**.
+
+                [What are attention masks?](../glossary#attention-mask)
+            output_attentions (`bool`, *optional*):
+                Whether or not to return the attentions tensors of all attention layers. See `attentions` under
+                returned tensors for more detail.
+            output_hidden_states (`bool`, *optional*):
+                Whether or not to return the hidden states of all layers. See `hidden_states` under returned tensors
+                for more detail.
+            return_dict (`bool`, *optional*):
+                Whether or not to return a [`~utils.ModelOutput`] instead of a plain tuple.
+        """
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        encoder_states = () if output_hidden_states else None
+        all_attentions = () if output_attentions else None
+
+        hidden_states = inputs_embeds
+        for idx, encoder_layer in enumerate(self.layers):
+            if output_hidden_states:
+                encoder_states = encoder_states + (hidden_states,)
+            if self.gradient_checkpointing and self.training:
+
+                def create_custom_forward(module):
+                    def custom_forward(*inputs):
+                        return module(*inputs, output_attentions)
+
+                    return custom_forward
+
+                layer_outputs = torch.utils.checkpoint.checkpoint(
+                    create_custom_forward(encoder_layer),
+                    hidden_states,
+                    attention_mask,
+                    causal_attention_mask,
+                )
+            else:
+                layer_outputs = encoder_layer(
+                    hidden_states,
+                    attention_mask,
+                    causal_attention_mask,
+                    output_attentions=output_attentions,
+                )
+
+            hidden_states = layer_outputs[0]
+
+            if output_attentions:
+                all_attentions = all_attentions + (layer_outputs[1],)
+
+        if output_hidden_states:
+            encoder_states = encoder_states + (hidden_states,)
+
+        if not return_dict:
+            return tuple(v for v in [hidden_states, encoder_states, all_attentions] if v is not None)
+        return BaseModelOutput(
+            last_hidden_state=hidden_states, hidden_states=encoder_states, attentions=all_attentions
+        )
+
+
+# Copied from transformers.models.bart.modeling_bart._make_causal_mask
+def _make_causal_mask(
+    input_ids_shape: torch.Size, dtype: torch.dtype, device: torch.device, past_key_values_length: int = 0
+):
+    """
+    Make causal mask used for bi-directional self-attention.
+    """
+    bsz, tgt_len = input_ids_shape
+    mask = torch.full((tgt_len, tgt_len), torch.finfo(dtype).min, device=device)
+    mask_cond = torch.arange(mask.size(-1), device=device)
+    mask.masked_fill_(mask_cond < (mask_cond + 1).view(mask.size(-1), 1), 0)
+    mask = mask.to(dtype)
+
+    if past_key_values_length > 0:
+        mask = torch.cat([torch.zeros(tgt_len, past_key_values_length, dtype=dtype, device=device), mask], dim=-1)
+    return mask[None, None, :, :].expand(bsz, 1, tgt_len, tgt_len + past_key_values_length)
+
+
+class CLIPTextTransformer(nn.Module):
+    def __init__(self, config: CLIPTextConfig):
+        super().__init__()
+        self.config = config
+        embed_dim = config.hidden_size
+        self.embeddings = CLIPTextEmbeddings(config)
+        self.encoder = CLIPEncoder(config)
+        self.final_layer_norm = nn.LayerNorm(embed_dim, eps=config.layer_norm_eps)
+
+    @add_start_docstrings_to_model_forward(CLIP_TEXT_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=BaseModelOutputWithPooling, config_class=CLIPTextConfig)
+    def forward(
+        self,
+        input_ids: Optional[torch.Tensor] = None,
+        attention_mask: Optional[torch.Tensor] = None,
+        position_ids: Optional[torch.Tensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutputWithPooling]:
+        r"""
+        Returns:
+
+        """
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        if input_ids is None:
+            raise ValueError("You have to specify input_ids")
+
+        input_shape = input_ids.size()
+        input_ids = input_ids.view(-1, input_shape[-1])
+
+        hidden_states = self.embeddings(input_ids=input_ids, position_ids=position_ids)
+
+        # CLIP's text model uses causal mask, prepare it here.
+        # https://github.com/openai/CLIP/blob/cfcffb90e69f37bf2ff1e988237a0fbe41f33c04/clip/model.py#L324
+        causal_attention_mask = _make_causal_mask(input_shape, hidden_states.dtype, device=hidden_states.device)
+        # expand attention_mask
+        if attention_mask is not None:
+            # [bsz, seq_len] -> [bsz, 1, tgt_seq_len, src_seq_len]
+            attention_mask = _expand_mask(attention_mask, hidden_states.dtype)
+
+        encoder_outputs = self.encoder(
+            inputs_embeds=hidden_states,
+            attention_mask=attention_mask,
+            causal_attention_mask=causal_attention_mask,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        last_hidden_state = encoder_outputs[0]
+        last_hidden_state = self.final_layer_norm(last_hidden_state)
+
+        # text_embeds.shape = [batch_size, sequence_length, transformer.width]
+        # take features from the eot embedding (eot_token is the highest number in each sequence)
+        # casting to torch.int for onnx compatibility: argmax doesn't support int64 inputs with opset 14
+        pooled_output = last_hidden_state[
+            torch.arange(last_hidden_state.shape[0], device=last_hidden_state.device),
+            input_ids.to(dtype=torch.int, device=last_hidden_state.device).argmax(dim=-1),
+        ]
+
+        if not return_dict:
+            return (last_hidden_state, pooled_output) + encoder_outputs[1:]
+
+        return BaseModelOutputWithPooling(
+            last_hidden_state=last_hidden_state,
+            pooler_output=pooled_output,
+            hidden_states=encoder_outputs.hidden_states,
+            attentions=encoder_outputs.attentions,
+        )
+
+
+@add_start_docstrings(
+    """The text model from CLIP without any head or projection on top.""",
+    CLIP_START_DOCSTRING,
+)
+class CLIPTextModel(CLIPPreTrainedModel):
+    config_class = CLIPTextConfig
+
+    _no_split_modules = ["CLIPEncoderLayer"]
+
+    def __init__(self, config: CLIPTextConfig):
+        super().__init__(config)
+        self.text_model = CLIPTextTransformer(config)
+        # Initialize weights and apply final processing
+        self.post_init()
+
+    def get_input_embeddings(self) -> nn.Module:
+        return self.text_model.embeddings.token_embedding
+
+    def set_input_embeddings(self, value):
+        self.text_model.embeddings.token_embedding = value
+
+    @add_start_docstrings_to_model_forward(CLIP_TEXT_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=BaseModelOutputWithPooling, config_class=CLIPTextConfig)
+    def forward(
+        self,
+        input_ids: Optional[torch.Tensor] = None,
+        attention_mask: Optional[torch.Tensor] = None,
+        position_ids: Optional[torch.Tensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutputWithPooling]:
+        r"""
+        Returns:
+
+        Examples:
+
+        ```python
+        >>> from transformers import AutoTokenizer, CLIPTextModel
+
+        >>> model = CLIPTextModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> tokenizer = AutoTokenizer.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> inputs = tokenizer(["a photo of a cat", "a photo of a dog"], padding=True, return_tensors="pt")
+
+        >>> outputs = model(**inputs)
+        >>> last_hidden_state = outputs.last_hidden_state
+        >>> pooled_output = outputs.pooler_output  # pooled (EOS token) states
+        ```"""
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        return self.text_model(
+            input_ids=input_ids,
+            attention_mask=attention_mask,
+            position_ids=position_ids,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+
+class CLIPVisionTransformer(nn.Module):
+    def __init__(self, config: CLIPVisionConfig):
+        super().__init__()
+        self.config = config
+        embed_dim = config.hidden_size
+
+        self.embeddings = CLIPVisionEmbeddings(config)
+        self.patch_dropout = PatchDropout(config.force_patch_dropout)
+        self.pre_layrnorm = nn.LayerNorm(embed_dim, eps=config.layer_norm_eps)
+        self.encoder = CLIPEncoder(config)
+        self.post_layernorm = nn.LayerNorm(embed_dim, eps=config.layer_norm_eps)
+
+    @add_start_docstrings_to_model_forward(CLIP_VISION_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=BaseModelOutputWithPooling, config_class=CLIPVisionConfig)
+    def forward(
+        self,
+        pixel_values: Optional[torch.FloatTensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutputWithPooling]:
+        r"""
+        Returns:
+
+        """
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        if pixel_values is None:
+            raise ValueError("You have to specify pixel_values")
+        ######################################
+        if len(pixel_values.shape) == 7:
+            b_new, pair_new, T, bs_new, channel_new, h_new, w_new = pixel_values.shape
+            # print(pixel_values.shape)
+            B = b_new * pair_new * bs_new
+            pixel_values = pixel_values.reshape(B*T, channel_new, h_new, w_new)
+
+        elif len(pixel_values.shape) == 5:
+            B, _, T, _, _ = pixel_values.shape
+            # print(pixel_values.shape)
+            pixel_values = rearrange(pixel_values, 'b c t h w -> (b t) c h w')
+        else:
+            # print(pixel_values.shape)
+            B, _, _, _ = pixel_values.shape
+            T = 1
+        ###########################
+        hidden_states = self.embeddings(pixel_values)
+
+        hidden_states = self.patch_dropout(hidden_states, B, T)  ##############################################
+
+        hidden_states = self.pre_layrnorm(hidden_states)
+
+        encoder_outputs = self.encoder(
+            inputs_embeds=hidden_states,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        last_hidden_state = encoder_outputs[0]
+        pooled_output = last_hidden_state[:, 0, :]
+        pooled_output = self.post_layernorm(pooled_output)
+
+        pooled_output = pooled_output.reshape(B, T, -1).mean(1) ################################
+
+        if not return_dict:
+            return (last_hidden_state, pooled_output) + encoder_outputs[1:]
+
+        return BaseModelOutputWithPooling(
+            last_hidden_state=last_hidden_state,
+            pooler_output=pooled_output,
+            hidden_states=encoder_outputs.hidden_states,
+            attentions=encoder_outputs.attentions,
+        )
+
+
+@add_start_docstrings(
+    """The vision model from CLIP without any head or projection on top.""",
+    CLIP_START_DOCSTRING,
+)
+class CLIPVisionModel(CLIPPreTrainedModel):
+    config_class = CLIPVisionConfig
+    main_input_name = "pixel_values"
+
+    def __init__(self, config: CLIPVisionConfig):
+        super().__init__(config)
+        self.vision_model = CLIPVisionTransformer(config)
+        # Initialize weights and apply final processing
+        self.post_init()
+
+    def get_input_embeddings(self) -> nn.Module:
+        return self.vision_model.embeddings.patch_embedding
+
+    @add_start_docstrings_to_model_forward(CLIP_VISION_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=BaseModelOutputWithPooling, config_class=CLIPVisionConfig)
+    def forward(
+        self,
+        pixel_values: Optional[torch.FloatTensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutputWithPooling]:
+        r"""
+        Returns:
+
+        Examples:
+
+        ```python
+        >>> from PIL import Image
+        >>> import requests
+        >>> from transformers import AutoProcessor, CLIPVisionModel
+
+        >>> model = CLIPVisionModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> processor = AutoProcessor.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> url = "http://images.cocodataset.org/val2017/000000039769.jpg"
+        >>> image = Image.open(requests.get(url, stream=True).raw)
+
+        >>> inputs = processor(images=image, return_tensors="pt")
+
+        >>> outputs = model(**inputs)
+        >>> last_hidden_state = outputs.last_hidden_state
+        >>> pooled_output = outputs.pooler_output  # pooled CLS states
+        ```"""
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        return self.vision_model(
+            pixel_values=pixel_values,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+
+@add_start_docstrings(CLIP_START_DOCSTRING)
+class LanguageBindImage(CLIPPreTrainedModel):
+    config_class = LanguageBindImageConfig
+
+    def __init__(self, config: LanguageBindImageConfig):
+        super().__init__(config)
+
+        if not isinstance(config.text_config, CLIPTextConfig):
+            raise ValueError(
+                "config.text_config is expected to be of type CLIPTextConfig but is of type"
+                f" {type(config.text_config)}."
+            )
+
+        if not isinstance(config.vision_config, CLIPVisionConfig):
+            raise ValueError(
+                "config.vision_config is expected to be of type CLIPVisionConfig but is of type"
+                f" {type(config.vision_config)}."
+            )
+
+        text_config = config.text_config
+        vision_config = config.vision_config
+        self.add_time_attn = vision_config.add_time_attn
+        self.lora_r = vision_config.lora_r
+        self.lora_alpha = vision_config.lora_alpha
+        self.lora_dropout = vision_config.lora_dropout
+
+        self.projection_dim = config.projection_dim
+        self.text_embed_dim = text_config.hidden_size
+        self.vision_embed_dim = vision_config.hidden_size
+
+        self.text_model = CLIPTextTransformer(text_config)
+        self.vision_model = CLIPVisionTransformer(vision_config)
+
+        self.visual_projection = nn.Linear(self.vision_embed_dim, self.projection_dim, bias=False)
+        self.text_projection = nn.Linear(self.text_embed_dim, self.projection_dim, bias=False)
+        self.logit_scale = nn.Parameter(torch.tensor(self.config.logit_scale_init_value))
+
+        # Initialize weights and apply final processing
+        self.post_init()
+        self.convert_to_lora()
+        # self.resize_pos(self.vision_model.embeddings, vision_config)
+
+    def convert_to_lora(self):
+        if self.lora_r == 0:
+            return
+        if self.add_time_attn:
+            target_modules = ["temporal_attn.k_proj", "temporal_attn.v_proj",
+                              "temporal_attn.q_proj", "temporal_attn.out_proj",
+                              "temporal_mlp.fc1", "temporal_mlp.fc2"]
+        else:
+            target_modules = ["k_proj", "v_proj", "q_proj", "out_proj"]
+        config = LoraConfig(
+            r=self.lora_r,  # 16
+            lora_alpha=self.lora_alpha,  # 16
+            target_modules=target_modules,  # self_attn.out_proj
+            lora_dropout=self.lora_dropout,  # 0.1
+            bias="none",
+            modules_to_save=[],
+        )
+        self.vision_model.encoder.is_gradient_checkpointing = False
+        self.vision_model.encoder = get_peft_model(self.vision_model.encoder, config)
+
+    def resize_pos(self, m, vision_config):
+        # convert embedding
+        if vision_config.num_mel_bins!=0 and vision_config.target_length!=0:
+            m.image_size = [vision_config.num_mel_bins, vision_config.target_length]
+        m.config.image_size = [m.image_size, m.image_size] if isinstance(m.image_size, int) else m.image_size
+        # pos resize
+        old_pos_embed_state_dict = m.position_embedding.state_dict()
+        old_pos_embed = old_pos_embed_state_dict['weight']
+        dtype = old_pos_embed.dtype
+        grid_size = [m.config.image_size[0] // m.patch_size, m.config.image_size[1] // m.patch_size]
+        extra_tokens = 1  # FIXME detect different token configs (ie no class token, or more)
+        new_seq_len = grid_size[0] * grid_size[1] + extra_tokens
+        if new_seq_len == old_pos_embed.shape[0]:
+            # m.to(args.device)
+            return
+
+        m.num_patches = grid_size[0] * grid_size[1]
+        m.num_positions = m.num_patches + 1
+        m.register_buffer("position_ids", torch.arange(m.num_positions).expand((1, -1)))
+        new_position_embedding = nn.Embedding(m.num_positions, m.embed_dim)
+
+        if extra_tokens:
+            pos_emb_tok, pos_emb_img = old_pos_embed[:extra_tokens], old_pos_embed[extra_tokens:]
+        else:
+            pos_emb_tok, pos_emb_img = None, old_pos_embed
+        old_grid_size = [int(math.sqrt(len(pos_emb_img)))] * 2
+
+        # if is_master(args):
+        #     logging.info('Resizing position embedding grid-size from %s to %s', old_grid_size, grid_size)
+        pos_emb_img = pos_emb_img.reshape(1, old_grid_size[0], old_grid_size[1], -1).permute(0, 3, 1, 2)
+        pos_emb_img = F.interpolate(
+            pos_emb_img,
+            size=grid_size,
+            mode='bicubic',
+            antialias=True,
+            align_corners=False,
+        )
+        pos_emb_img = pos_emb_img.permute(0, 2, 3, 1).reshape(1, grid_size[0] * grid_size[1], -1)[0]
+        if pos_emb_tok is not None:
+            new_pos_embed = torch.cat([pos_emb_tok, pos_emb_img], dim=0)
+        else:
+            new_pos_embed = pos_emb_img
+        old_pos_embed_state_dict['weight'] = new_pos_embed.to(dtype)
+        m.position_embedding = new_position_embedding
+        m.position_embedding.load_state_dict(old_pos_embed_state_dict)
+
+        # m.to(args.device)
+
+    @add_start_docstrings_to_model_forward(CLIP_TEXT_INPUTS_DOCSTRING)
+    def get_text_features(
+        self,
+        input_ids: Optional[torch.Tensor] = None,
+        attention_mask: Optional[torch.Tensor] = None,
+        position_ids: Optional[torch.Tensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> torch.FloatTensor:
+        r"""
+        Returns:
+            text_features (`torch.FloatTensor` of shape `(batch_size, output_dim`): The text embeddings obtained by
+            applying the projection layer to the pooled output of [`CLIPTextModel`].
+
+        Examples:
+
+        ```python
+        >>> from transformers import AutoTokenizer, CLIPModel
+
+        >>> model = CLIPModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> tokenizer = AutoTokenizer.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> inputs = tokenizer(["a photo of a cat", "a photo of a dog"], padding=True, return_tensors="pt")
+        >>> text_features = model.get_text_features(**inputs)
+        ```"""
+        # Use CLIP model's config for some fields (if specified) instead of those of vision & text components.
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        text_outputs = self.text_model(
+            input_ids=input_ids,
+            attention_mask=attention_mask,
+            position_ids=position_ids,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        pooled_output = text_outputs[1]
+        text_features = self.text_projection(pooled_output)
+
+        return text_features
+
+    @add_start_docstrings_to_model_forward(CLIP_VISION_INPUTS_DOCSTRING)
+    def get_image_features(
+        self,
+        pixel_values: Optional[torch.FloatTensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> torch.FloatTensor:
+        r"""
+        Returns:
+            image_features (`torch.FloatTensor` of shape `(batch_size, output_dim`): The image embeddings obtained by
+            applying the projection layer to the pooled output of [`CLIPVisionModel`].
+
+        Examples:
+
+        ```python
+        >>> from PIL import Image
+        >>> import requests
+        >>> from transformers import AutoProcessor, CLIPModel
+
+        >>> model = CLIPModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> processor = AutoProcessor.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> url = "http://images.cocodataset.org/val2017/000000039769.jpg"
+        >>> image = Image.open(requests.get(url, stream=True).raw)
+
+        >>> inputs = processor(images=image, return_tensors="pt")
+
+        >>> image_features = model.get_image_features(**inputs)
+        ```"""
+        # Use CLIP model's config for some fields (if specified) instead of those of vision & text components.
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        vision_outputs = self.vision_model(
+            pixel_values=pixel_values,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        pooled_output = vision_outputs[1]  # pooled_output
+        image_features = self.visual_projection(pooled_output)
+
+        return image_features
+
+    @add_start_docstrings_to_model_forward(CLIP_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=CLIPOutput, config_class=LanguageBindImageConfig)
+    def forward(
+        self,
+        input_ids: Optional[torch.LongTensor] = None,
+        pixel_values: Optional[torch.FloatTensor] = None,
+        attention_mask: Optional[torch.Tensor] = None,
+        position_ids: Optional[torch.LongTensor] = None,
+        return_loss: Optional[bool] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, CLIPOutput]:
+        r"""
+        Returns:
+
+        Examples:
+
+        ```python
+        >>> from PIL import Image
+        >>> import requests
+        >>> from transformers import AutoProcessor, CLIPModel
+
+        >>> model = CLIPModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> processor = AutoProcessor.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> url = "http://images.cocodataset.org/val2017/000000039769.jpg"
+        >>> image = Image.open(requests.get(url, stream=True).raw)
+
+        >>> inputs = processor(
+        ...     text=["a photo of a cat", "a photo of a dog"], images=image, return_tensors="pt", padding=True
+        ... )
+
+        >>> outputs = model(**inputs)
+        >>> logits_per_image = outputs.logits_per_image  # this is the image-text similarity score
+        >>> probs = logits_per_image.softmax(dim=1)  # we can take the softmax to get the label probabilities
+        ```"""
+        # Use CLIP model's config for some fields (if specified) instead of those of vision & text components.
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        vision_outputs = self.vision_model(
+            pixel_values=pixel_values,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        text_outputs = self.text_model(
+            input_ids=input_ids,
+            attention_mask=attention_mask,
+            position_ids=position_ids,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        image_embeds = vision_outputs[1]
+        image_embeds = self.visual_projection(image_embeds)
+
+        text_embeds = text_outputs[1]
+        text_embeds = self.text_projection(text_embeds)
+
+        # normalized features
+        image_embeds = image_embeds / image_embeds.norm(p=2, dim=-1, keepdim=True)
+        text_embeds = text_embeds / text_embeds.norm(p=2, dim=-1, keepdim=True)
+
+        # cosine similarity as logits
+        logit_scale = self.logit_scale.exp()
+        logits_per_text = torch.matmul(text_embeds, image_embeds.t()) * logit_scale
+        logits_per_image = logits_per_text.t()
+
+        loss = None
+        if return_loss:
+            loss = clip_loss(logits_per_text)
+
+        if not return_dict:
+            output = (logits_per_image, logits_per_text, text_embeds, image_embeds, text_outputs, vision_outputs)
+            return ((loss,) + output) if loss is not None else output
+
+        return CLIPOutput(
+            loss=loss,
+            logits_per_image=logits_per_image,
+            logits_per_text=logits_per_text,
+            text_embeds=text_embeds,
+            image_embeds=image_embeds,
+            text_model_output=text_outputs,
+            vision_model_output=vision_outputs,
+        )
\ No newline at end of file
diff --git a/llava/model/multimodal_encoder/languagebind/image/processing_image.py b/llava/model/multimodal_encoder/languagebind/image/processing_image.py
new file mode 100644
index 0000000000000000000000000000000000000000..1aafc79d8b17f2b2a45dd0eeb0700673d2521080
--- /dev/null
+++ b/llava/model/multimodal_encoder/languagebind/image/processing_image.py
@@ -0,0 +1,82 @@
+import torch
+from PIL import Image
+from torchvision import transforms
+from transformers import ProcessorMixin, BatchEncoding
+from transformers.image_processing_utils import BatchFeature
+
+OPENAI_DATASET_MEAN = (0.48145466, 0.4578275, 0.40821073)
+OPENAI_DATASET_STD = (0.26862954, 0.26130258, 0.27577711)
+
+def make_list_of_images(x):
+    if not isinstance(x, list):
+        return [x]
+    return x
+
+def get_image_transform(config):
+    config = config.vision_config
+    transform = transforms.Compose(
+        [
+            transforms.ToTensor(),
+            transforms.Resize(224, interpolation=transforms.InterpolationMode.BICUBIC),
+            transforms.CenterCrop(224),
+            transforms.Normalize(OPENAI_DATASET_MEAN, OPENAI_DATASET_STD)  # assume image
+        ]
+    )
+    return transform
+
+
+def load_and_transform_image(image_path, transform):
+    image = Image.open(image_path).convert('RGB') if isinstance(image_path, str) else image_path
+    image_outputs = transform(image)
+    return image_outputs
+
+class LanguageBindImageProcessor(ProcessorMixin):
+    attributes = []
+    tokenizer_class = ("LanguageBindImageTokenizer")
+
+    def __init__(self, config, tokenizer=None, **kwargs):
+        super().__init__(**kwargs)
+        self.config = config
+        self.transform = get_image_transform(config)
+        self.image_processor = load_and_transform_image
+        self.tokenizer = tokenizer
+        self.image_mean = OPENAI_DATASET_MEAN
+        self.crop_size = {'height': 224, 'width': 224}
+
+    def __call__(self, images=None, text=None, context_length=77, return_tensors=None, **kwargs):
+        if text is None and images is None:
+            raise ValueError("You have to specify either text or images. Both cannot be none.")
+
+        if text is not None:
+            encoding = self.tokenizer(text, max_length=context_length, padding='max_length',
+                                      truncation=True, return_tensors=return_tensors, **kwargs)
+
+        if images is not None:
+            images = make_list_of_images(images)
+            image_features = [self.image_processor(image, self.transform) for image in images]
+            image_features = torch.stack(image_features)
+
+        if text is not None and images is not None:
+            encoding["pixel_values"] = image_features
+            return encoding
+        elif text is not None:
+            return encoding
+        else:
+            return {"pixel_values": image_features}
+
+    def preprocess(self, images, return_tensors):
+        return self.__call__(images=images, return_tensors=return_tensors)
+
+    def batch_decode(self, skip_special_tokens=True, *args, **kwargs):
+        """
+        This method forwards all its arguments to CLIPTokenizerFast's [`~PreTrainedTokenizer.batch_decode`]. Please
+        refer to the docstring of this method for more information.
+        """
+        return self.tokenizer.batch_decode(*args, skip_special_tokens=skip_special_tokens, **kwargs)
+
+    def decode(self, skip_special_tokens=True, *args, **kwargs):
+        """
+        This method forwards all its arguments to CLIPTokenizerFast's [`~PreTrainedTokenizer.decode`]. Please refer to
+        the docstring of this method for more information.
+        """
+        return self.tokenizer.decode(*args, skip_special_tokens=skip_special_tokens, **kwargs)
diff --git a/llava/model/multimodal_encoder/languagebind/image/tokenization_image.py b/llava/model/multimodal_encoder/languagebind/image/tokenization_image.py
new file mode 100644
index 0000000000000000000000000000000000000000..593423d089100b3d61957f658cca04b541336f65
--- /dev/null
+++ b/llava/model/multimodal_encoder/languagebind/image/tokenization_image.py
@@ -0,0 +1,77 @@
+from transformers import CLIPTokenizer
+from transformers.utils import logging
+
+logger = logging.get_logger(__name__)
+
+VOCAB_FILES_NAMES = {
+    "vocab_file": "vocab.json",
+    "merges_file": "merges.txt",
+}
+
+PRETRAINED_VOCAB_FILES_MAP = {
+    "vocab_file": {
+        "lb203/LanguageBind-Image": "https://huggingface.co/lb203/LanguageBind-Image/resolve/main/vocab.json",
+    },
+    "merges_file": {
+        "lb203/LanguageBind-Image": "https://huggingface.co/lb203/LanguageBind-Image/resolve/main/merges.txt",
+    },
+}
+
+PRETRAINED_POSITIONAL_EMBEDDINGS_SIZES = {
+    "lb203/LanguageBind-Image": 77,
+}
+
+
+PRETRAINED_INIT_CONFIGURATION = {
+    "lb203/LanguageBind-Image": {},
+}
+
+class LanguageBindImageTokenizer(CLIPTokenizer):
+    """
+    Construct a CLIP tokenizer. Based on byte-level Byte-Pair-Encoding.
+
+    This tokenizer inherits from [`PreTrainedTokenizer`] which contains most of the main methods. Users should refer to
+    this superclass for more information regarding those methods.
+
+    Args:
+        vocab_file (`str`):
+            Path to the vocabulary file.
+        merges_file (`str`):
+            Path to the merges file.
+        errors (`str`, *optional*, defaults to `"replace"`):
+            Paradigm to follow when decoding bytes to UTF-8. See
+            [bytes.decode](https://docs.python.org/3/library/stdtypes.html#bytes.decode) for more information.
+        unk_token (`str`, *optional*, defaults to `<|endoftext|>`):
+            The unknown token. A token that is not in the vocabulary cannot be converted to an ID and is set to be this
+            token instead.
+        bos_token (`str`, *optional*, defaults to `<|startoftext|>`):
+            The beginning of sequence token.
+        eos_token (`str`, *optional*, defaults to `<|endoftext|>`):
+            The end of sequence token.
+    """
+
+    vocab_files_names = VOCAB_FILES_NAMES
+    pretrained_vocab_files_map = PRETRAINED_VOCAB_FILES_MAP
+    max_model_input_sizes = PRETRAINED_POSITIONAL_EMBEDDINGS_SIZES
+    model_input_names = ["input_ids", "attention_mask"]
+
+    def __init__(
+            self,
+            vocab_file,
+            merges_file,
+            errors="replace",
+            unk_token="<|endoftext|>",
+            bos_token="<|startoftext|>",
+            eos_token="<|endoftext|>",
+            pad_token="<|endoftext|>",  # hack to enable padding
+            **kwargs,
+    ):
+        super(LanguageBindImageTokenizer, self).__init__(
+            vocab_file,
+            merges_file,
+            errors,
+            unk_token,
+            bos_token,
+            eos_token,
+            pad_token,  # hack to enable padding
+            **kwargs,)
\ No newline at end of file
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diff --git a/llava/model/multimodal_encoder/languagebind/thermal/configuration_thermal.py b/llava/model/multimodal_encoder/languagebind/thermal/configuration_thermal.py
new file mode 100644
index 0000000000000000000000000000000000000000..fd6cedd5d44c248b32e89f51d5c28595bffcbefc
--- /dev/null
+++ b/llava/model/multimodal_encoder/languagebind/thermal/configuration_thermal.py
@@ -0,0 +1,423 @@
+import copy
+import os
+from typing import Union
+
+from transformers import PretrainedConfig
+from transformers.utils import logging
+
+logger = logging.get_logger(__name__)
+
+
+
+
+
+
+
+class CLIPTextConfig(PretrainedConfig):
+    r"""
+    This is the configuration class to store the configuration of a [`CLIPTextModel`]. It is used to instantiate a CLIP
+    text encoder according to the specified arguments, defining the model architecture. Instantiating a configuration
+    with the defaults will yield a similar configuration to that of the text encoder of the CLIP
+    [openai/clip-vit-base-patch32](https://huggingface.co/openai/clip-vit-base-patch32) architecture.
+
+    Configuration objects inherit from [`PretrainedConfig`] and can be used to control the model outputs. Read the
+    documentation from [`PretrainedConfig`] for more information.
+
+    Args:
+        vocab_size (`int`, *optional*, defaults to 49408):
+            Vocabulary size of the CLIP text model. Defines the number of different tokens that can be represented by
+            the `inputs_ids` passed when calling [`CLIPModel`].
+        hidden_size (`int`, *optional*, defaults to 512):
+            Dimensionality of the encoder layers and the pooler layer.
+        intermediate_size (`int`, *optional*, defaults to 2048):
+            Dimensionality of the "intermediate" (i.e., feed-forward) layer in the Transformer encoder.
+        num_hidden_layers (`int`, *optional*, defaults to 12):
+            Number of hidden layers in the Transformer encoder.
+        num_attention_heads (`int`, *optional*, defaults to 8):
+            Number of attention heads for each attention layer in the Transformer encoder.
+        max_position_embeddings (`int`, *optional*, defaults to 77):
+            The maximum sequence length that this model might ever be used with. Typically set this to something large
+            just in case (e.g., 512 or 1024 or 2048).
+        hidden_act (`str` or `function`, *optional*, defaults to `"quick_gelu"`):
+            The non-linear activation function (function or string) in the encoder and pooler. If string, `"gelu"`,
+            `"relu"`, `"selu"` and `"gelu_new"` `"quick_gelu"` are supported.
+        layer_norm_eps (`float`, *optional*, defaults to 1e-5):
+            The epsilon used by the layer normalization layers.
+        attention_dropout (`float`, *optional*, defaults to 0.0):
+            The dropout ratio for the attention probabilities.
+        initializer_range (`float`, *optional*, defaults to 0.02):
+            The standard deviation of the truncated_normal_initializer for initializing all weight matrices.
+        initializer_factor (`float`, *optional*, defaults to 1):
+            A factor for initializing all weight matrices (should be kept to 1, used internally for initialization
+            testing).
+
+    Example:
+
+    ```python
+    >>> from transformers import CLIPTextConfig, CLIPTextModel
+
+    >>> # Initializing a CLIPTextConfig with openai/clip-vit-base-patch32 style configuration
+    >>> configuration = CLIPTextConfig()
+
+    >>> # Initializing a CLIPTextModel (with random weights) from the openai/clip-vit-base-patch32 style configuration
+    >>> model = CLIPTextModel(configuration)
+
+    >>> # Accessing the model configuration
+    >>> configuration = model.config
+    ```"""
+    model_type = "clip_text_model"
+
+    def __init__(
+        self,
+        vocab_size=49408,
+        hidden_size=512,
+        intermediate_size=2048,
+        projection_dim=512,
+        num_hidden_layers=12,
+        num_attention_heads=8,
+        max_position_embeddings=77,
+        hidden_act="quick_gelu",
+        layer_norm_eps=1e-5,
+        attention_dropout=0.0,
+        initializer_range=0.02,
+        initializer_factor=1.0,
+        # This differs from `CLIPTokenizer`'s default and from openai/clip
+        # See https://github.com/huggingface/transformers/pull/24773#issuecomment-1632287538
+        pad_token_id=1,
+        bos_token_id=49406,
+        eos_token_id=49407,
+        **kwargs,
+    ):
+        super().__init__(pad_token_id=pad_token_id, bos_token_id=bos_token_id, eos_token_id=eos_token_id, **kwargs)
+
+        self.vocab_size = vocab_size
+        self.hidden_size = hidden_size
+        self.intermediate_size = intermediate_size
+        self.projection_dim = projection_dim
+        self.num_hidden_layers = num_hidden_layers
+        self.num_attention_heads = num_attention_heads
+        self.max_position_embeddings = max_position_embeddings
+        self.layer_norm_eps = layer_norm_eps
+        self.hidden_act = hidden_act
+        self.initializer_range = initializer_range
+        self.initializer_factor = initializer_factor
+        self.attention_dropout = attention_dropout
+        self.add_time_attn = False  ######################################
+
+    @classmethod
+    def from_pretrained(cls, pretrained_model_name_or_path: Union[str, os.PathLike], **kwargs) -> "PretrainedConfig":
+        cls._set_token_in_kwargs(kwargs)
+
+        config_dict, kwargs = cls.get_config_dict(pretrained_model_name_or_path, **kwargs)
+
+        # get the text config dict if we are loading from CLIPConfig
+        if config_dict.get("model_type") == "clip":
+            config_dict = config_dict["text_config"]
+
+        if "model_type" in config_dict and hasattr(cls, "model_type") and config_dict["model_type"] != cls.model_type:
+            logger.warning(
+                f"You are using a model of type {config_dict['model_type']} to instantiate a model of type "
+                f"{cls.model_type}. This is not supported for all configurations of models and can yield errors."
+            )
+
+        return cls.from_dict(config_dict, **kwargs)
+
+
+
+
+class CLIPVisionConfig(PretrainedConfig):
+    r"""
+    This is the configuration class to store the configuration of a [`CLIPVisionModel`]. It is used to instantiate a
+    CLIP vision encoder according to the specified arguments, defining the model architecture. Instantiating a
+    configuration with the defaults will yield a similar configuration to that of the vision encoder of the CLIP
+    [openai/clip-vit-base-patch32](https://huggingface.co/openai/clip-vit-base-patch32) architecture.
+
+    Configuration objects inherit from [`PretrainedConfig`] and can be used to control the model outputs. Read the
+    documentation from [`PretrainedConfig`] for more information.
+
+    Args:
+        hidden_size (`int`, *optional*, defaults to 768):
+            Dimensionality of the encoder layers and the pooler layer.
+        intermediate_size (`int`, *optional*, defaults to 3072):
+            Dimensionality of the "intermediate" (i.e., feed-forward) layer in the Transformer encoder.
+        num_hidden_layers (`int`, *optional*, defaults to 12):
+            Number of hidden layers in the Transformer encoder.
+        num_attention_heads (`int`, *optional*, defaults to 12):
+            Number of attention heads for each attention layer in the Transformer encoder.
+        image_size (`int`, *optional*, defaults to 224):
+            The size (resolution) of each image.
+        patch_size (`int`, *optional*, defaults to 32):
+            The size (resolution) of each patch.
+        hidden_act (`str` or `function`, *optional*, defaults to `"quick_gelu"`):
+            The non-linear activation function (function or string) in the encoder and pooler. If string, `"gelu"`,
+            `"relu"`, `"selu"` and `"gelu_new"` ``"quick_gelu"` are supported.
+        layer_norm_eps (`float`, *optional*, defaults to 1e-5):
+            The epsilon used by the layer normalization layers.
+        attention_dropout (`float`, *optional*, defaults to 0.0):
+            The dropout ratio for the attention probabilities.
+        initializer_range (`float`, *optional*, defaults to 0.02):
+            The standard deviation of the truncated_normal_initializer for initializing all weight matrices.
+        initializer_factor (`float`, *optional*, defaults to 1):
+            A factor for initializing all weight matrices (should be kept to 1, used internally for initialization
+            testing).
+
+    Example:
+
+    ```python
+    >>> from transformers import CLIPVisionConfig, CLIPVisionModel
+
+    >>> # Initializing a CLIPVisionConfig with openai/clip-vit-base-patch32 style configuration
+    >>> configuration = CLIPVisionConfig()
+
+    >>> # Initializing a CLIPVisionModel (with random weights) from the openai/clip-vit-base-patch32 style configuration
+    >>> model = CLIPVisionModel(configuration)
+
+    >>> # Accessing the model configuration
+    >>> configuration = model.config
+    ```"""
+
+    model_type = "clip_vision_model"
+
+    def __init__(
+        self,
+        hidden_size=768,
+        intermediate_size=3072,
+        projection_dim=512,
+        num_hidden_layers=12,
+        num_attention_heads=12,
+        num_channels=3,
+        image_size=224,
+        patch_size=32,
+        hidden_act="quick_gelu",
+        layer_norm_eps=1e-5,
+        attention_dropout=0.0,
+        initializer_range=0.02,
+        initializer_factor=1.0,
+
+        add_time_attn=False, ################################
+        num_frames=1, ################################
+        force_patch_dropout=0.0, ################################
+        lora_r=2, ################################
+        lora_alpha=16, ################################
+        lora_dropout=0.0, ################################
+        num_mel_bins=0.0, ################################
+        target_length=0.0, ################################
+        video_decode_backend='decord', #########################
+        **kwargs,
+    ):
+        super().__init__(**kwargs)
+
+        self.hidden_size = hidden_size
+        self.intermediate_size = intermediate_size
+        self.projection_dim = projection_dim
+        self.num_hidden_layers = num_hidden_layers
+        self.num_attention_heads = num_attention_heads
+        self.num_channels = num_channels
+        self.patch_size = patch_size
+        self.image_size = image_size
+        self.initializer_range = initializer_range
+        self.initializer_factor = initializer_factor
+        self.attention_dropout = attention_dropout
+        self.layer_norm_eps = layer_norm_eps
+        self.hidden_act = hidden_act
+
+        self.add_time_attn = add_time_attn  ################
+        self.num_frames = num_frames  ################
+        self.force_patch_dropout = force_patch_dropout  ################
+        self.lora_r = lora_r  ################
+        self.lora_alpha = lora_alpha  ################
+        self.lora_dropout = lora_dropout  ################
+        self.num_mel_bins = num_mel_bins  ################
+        self.target_length = target_length  ################
+        self.video_decode_backend = video_decode_backend  ################
+
+    @classmethod
+    def from_pretrained(cls, pretrained_model_name_or_path: Union[str, os.PathLike], **kwargs) -> "PretrainedConfig":
+        cls._set_token_in_kwargs(kwargs)
+
+        config_dict, kwargs = cls.get_config_dict(pretrained_model_name_or_path, **kwargs)
+
+        # get the vision config dict if we are loading from CLIPConfig
+        if config_dict.get("model_type") == "clip":
+            config_dict = config_dict["vision_config"]
+
+        if "model_type" in config_dict and hasattr(cls, "model_type") and config_dict["model_type"] != cls.model_type:
+            logger.warning(
+                f"You are using a model of type {config_dict['model_type']} to instantiate a model of type "
+                f"{cls.model_type}. This is not supported for all configurations of models and can yield errors."
+            )
+
+        return cls.from_dict(config_dict, **kwargs)
+
+
+class LanguageBindThermalConfig(PretrainedConfig):
+    r"""
+    [`CLIPConfig`] is the configuration class to store the configuration of a [`CLIPModel`]. It is used to instantiate
+    a CLIP model according to the specified arguments, defining the text model and vision model configs. Instantiating
+    a configuration with the defaults will yield a similar configuration to that of the CLIP
+    [openai/clip-vit-base-patch32](https://huggingface.co/openai/clip-vit-base-patch32) architecture.
+
+    Configuration objects inherit from [`PretrainedConfig`] and can be used to control the model outputs. Read the
+    documentation from [`PretrainedConfig`] for more information.
+
+    Args:
+        text_config (`dict`, *optional*):
+            Dictionary of configuration options used to initialize [`CLIPTextConfig`].
+        vision_config (`dict`, *optional*):
+            Dictionary of configuration options used to initialize [`CLIPVisionConfig`].
+        projection_dim (`int`, *optional*, defaults to 512):
+            Dimentionality of text and vision projection layers.
+        logit_scale_init_value (`float`, *optional*, defaults to 2.6592):
+            The inital value of the *logit_scale* paramter. Default is used as per the original CLIP implementation.
+        kwargs (*optional*):
+            Dictionary of keyword arguments.
+
+    Example:
+
+    ```python
+    >>> from transformers import CLIPConfig, CLIPModel
+
+    >>> # Initializing a CLIPConfig with openai/clip-vit-base-patch32 style configuration
+    >>> configuration = CLIPConfig()
+
+    >>> # Initializing a CLIPModel (with random weights) from the openai/clip-vit-base-patch32 style configuration
+    >>> model = CLIPModel(configuration)
+
+    >>> # Accessing the model configuration
+    >>> configuration = model.config
+
+    >>> # We can also initialize a CLIPConfig from a CLIPTextConfig and a CLIPVisionConfig
+    >>> from transformers import CLIPTextConfig, CLIPVisionConfig
+
+    >>> # Initializing a CLIPText and CLIPVision configuration
+    >>> config_text = CLIPTextConfig()
+    >>> config_vision = CLIPVisionConfig()
+
+    >>> config = CLIPConfig.from_text_vision_configs(config_text, config_vision)
+    ```"""
+
+    model_type = "LanguageBindThermal"
+    is_composition = True
+
+    def __init__(
+        self, text_config=None, vision_config=None, projection_dim=512, logit_scale_init_value=2.6592, **kwargs
+    ):
+        # If `_config_dict` exist, we use them for the backward compatibility.
+        # We pop out these 2 attributes before calling `super().__init__` to avoid them being saved (which causes a lot
+        # of confusion!).
+        text_config_dict = kwargs.pop("text_config_dict", None)
+        vision_config_dict = kwargs.pop("vision_config_dict", None)
+
+        super().__init__(**kwargs)
+
+        # Instead of simply assigning `[text|vision]_config_dict` to `[text|vision]_config`, we use the values in
+        # `[text|vision]_config_dict` to update the values in `[text|vision]_config`. The values should be same in most
+        # cases, but we don't want to break anything regarding `_config_dict` that existed before commit `8827e1b2`.
+        if text_config_dict is not None:
+            if text_config is None:
+                text_config = {}
+
+            # This is the complete result when using `text_config_dict`.
+            _text_config_dict = CLIPTextConfig(**text_config_dict).to_dict()
+
+            # Give a warning if the values exist in both `_text_config_dict` and `text_config` but being different.
+            for key, value in _text_config_dict.items():
+                if key in text_config and value != text_config[key] and key not in ["transformers_version"]:
+                    # If specified in `text_config_dict`
+                    if key in text_config_dict:
+                        message = (
+                            f"`{key}` is found in both `text_config_dict` and `text_config` but with different values. "
+                            f'The value `text_config_dict["{key}"]` will be used instead.'
+                        )
+                    # If inferred from default argument values (just to be super careful)
+                    else:
+                        message = (
+                            f"`text_config_dict` is provided which will be used to initialize `CLIPTextConfig`. The "
+                            f'value `text_config["{key}"]` will be overriden.'
+                        )
+                    logger.warning(message)
+
+            # Update all values in `text_config` with the ones in `_text_config_dict`.
+            text_config.update(_text_config_dict)
+
+        if vision_config_dict is not None:
+            if vision_config is None:
+                vision_config = {}
+
+            # This is the complete result when using `vision_config_dict`.
+            _vision_config_dict = CLIPVisionConfig(**vision_config_dict).to_dict()
+            # convert keys to string instead of integer
+            if "id2label" in _vision_config_dict:
+                _vision_config_dict["id2label"] = {
+                    str(key): value for key, value in _vision_config_dict["id2label"].items()
+                }
+
+            # Give a warning if the values exist in both `_vision_config_dict` and `vision_config` but being different.
+            for key, value in _vision_config_dict.items():
+                if key in vision_config and value != vision_config[key] and key not in ["transformers_version"]:
+                    # If specified in `vision_config_dict`
+                    if key in vision_config_dict:
+                        message = (
+                            f"`{key}` is found in both `vision_config_dict` and `vision_config` but with different "
+                            f'values. The value `vision_config_dict["{key}"]` will be used instead.'
+                        )
+                    # If inferred from default argument values (just to be super careful)
+                    else:
+                        message = (
+                            f"`vision_config_dict` is provided which will be used to initialize `CLIPVisionConfig`. "
+                            f'The value `vision_config["{key}"]` will be overriden.'
+                        )
+                    logger.warning(message)
+
+            # Update all values in `vision_config` with the ones in `_vision_config_dict`.
+            vision_config.update(_vision_config_dict)
+
+        if text_config is None:
+            text_config = {}
+            logger.info("`text_config` is `None`. Initializing the `CLIPTextConfig` with default values.")
+
+        if vision_config is None:
+            vision_config = {}
+            logger.info("`vision_config` is `None`. initializing the `CLIPVisionConfig` with default values.")
+
+        self.text_config = CLIPTextConfig(**text_config)
+        self.vision_config = CLIPVisionConfig(**vision_config)
+
+        self.projection_dim = projection_dim
+        self.logit_scale_init_value = logit_scale_init_value
+        self.initializer_factor = 1.0
+
+    @classmethod
+    def from_text_vision_configs(cls, text_config: CLIPTextConfig, vision_config: CLIPVisionConfig, **kwargs):
+        r"""
+        Instantiate a [`CLIPConfig`] (or a derived class) from clip text model configuration and clip vision model
+        configuration.
+
+        Returns:
+            [`CLIPConfig`]: An instance of a configuration object
+        """
+
+        return cls(text_config=text_config.to_dict(), vision_config=vision_config.to_dict(), **kwargs)
+
+    def to_dict(self):
+        """
+        Serializes this instance to a Python dictionary. Override the default [`~PretrainedConfig.to_dict`].
+
+        Returns:
+            `Dict[str, any]`: Dictionary of all the attributes that make up this configuration instance,
+        """
+        output = copy.deepcopy(self.__dict__)
+        output["text_config"] = self.text_config.to_dict()
+        output["vision_config"] = self.vision_config.to_dict()
+        output["model_type"] = self.__class__.model_type
+        return output
+
+
+
+
+
+
+
+
+
+
diff --git a/llava/model/multimodal_encoder/languagebind/thermal/modeling_thermal.py b/llava/model/multimodal_encoder/languagebind/thermal/modeling_thermal.py
new file mode 100644
index 0000000000000000000000000000000000000000..f0323b3351a4eed0165a8b7a1e8cc610ea0669ca
--- /dev/null
+++ b/llava/model/multimodal_encoder/languagebind/thermal/modeling_thermal.py
@@ -0,0 +1,1030 @@
+import math
+from typing import Optional, Tuple, Union
+
+import torch
+from einops import rearrange
+from peft import LoraConfig, get_peft_model
+from torch import nn
+from torch.nn import functional as F
+from transformers import PreTrainedModel, add_start_docstrings
+from transformers.modeling_outputs import BaseModelOutput, BaseModelOutputWithPooling
+from transformers.models.clip.modeling_clip import CLIPMLP, CLIPAttention, CLIPTextEmbeddings, CLIPVisionEmbeddings, \
+    CLIPVisionModelWithProjection, CLIPTextModelWithProjection, _expand_mask, CLIPOutput, clip_loss
+from transformers.utils import add_start_docstrings_to_model_forward, replace_return_docstrings
+
+from .configuration_thermal import LanguageBindThermalConfig, CLIPVisionConfig, CLIPTextConfig
+
+
+
+class PatchDropout(nn.Module):
+    """
+    https://arxiv.org/abs/2212.00794
+    """
+
+    def __init__(self, prob, exclude_first_token=True):
+        super().__init__()
+        assert 0 <= prob < 1.
+        self.prob = prob
+        self.exclude_first_token = exclude_first_token  # exclude CLS token
+
+    def forward(self, x, B, T):
+        if not self.training or self.prob == 0.:
+            return x
+
+        if self.exclude_first_token:
+            cls_tokens, x = x[:, :1], x[:, 1:]
+        else:
+            cls_tokens = torch.jit.annotate(torch.Tensor, x[:, :1])
+
+        batch = x.size()[0]
+        num_tokens = x.size()[1]
+
+        batch_indices = torch.arange(batch)
+        batch_indices = batch_indices[..., None]
+
+        keep_prob = 1 - self.prob
+        num_patches_keep = max(1, int(num_tokens * keep_prob))
+
+        if T == 1:
+            rand = torch.randn(batch, num_tokens)
+            patch_indices_keep = rand.topk(num_patches_keep, dim=-1).indices
+        else:
+            rand = torch.randn(B, num_tokens)
+            patch_indices_keep = rand.topk(num_patches_keep, dim=-1).indices
+            patch_indices_keep = patch_indices_keep.unsqueeze(1).repeat(1, T, 1)
+            patch_indices_keep = rearrange(patch_indices_keep, 'b t n -> (b t) n')
+
+
+        x = x[batch_indices, patch_indices_keep]
+
+        if self.exclude_first_token:
+            x = torch.cat((cls_tokens, x), dim=1)
+
+        return x
+
+class CLIPEncoderLayer(nn.Module):
+    def __init__(self, config: LanguageBindThermalConfig):
+        super().__init__()
+        self.embed_dim = config.hidden_size
+        self.self_attn = CLIPAttention(config)
+        self.layer_norm1 = nn.LayerNorm(self.embed_dim, eps=config.layer_norm_eps)
+        self.mlp = CLIPMLP(config)
+        self.layer_norm2 = nn.LayerNorm(self.embed_dim, eps=config.layer_norm_eps)
+
+        self.add_time_attn = config.add_time_attn
+        if self.add_time_attn:
+            self.t = config.num_frames
+            self.temporal_embedding = nn.Parameter(torch.zeros(1, config.num_frames, config.hidden_size))
+            nn.init.normal_(self.temporal_embedding, std=config.hidden_size ** -0.5)
+
+            self.embed_dim = config.hidden_size
+            self.temporal_attn = CLIPAttention(config)
+            self.temporal_layer_norm1 = nn.LayerNorm(self.embed_dim, eps=config.layer_norm_eps)
+            self.temporal_mlp = CLIPMLP(config)
+            self.temporal_layer_norm2 = nn.LayerNorm(self.embed_dim, eps=config.layer_norm_eps)
+
+    def forward(
+        self,
+        hidden_states: torch.Tensor,
+        attention_mask: torch.Tensor,
+        causal_attention_mask: torch.Tensor,
+        output_attentions: Optional[bool] = False,
+    ) -> Tuple[torch.FloatTensor]:
+        """
+        Args:
+            hidden_states (`torch.FloatTensor`): input to the layer of shape `(batch, seq_len, embed_dim)`
+            attention_mask (`torch.FloatTensor`): attention mask of size
+                `(batch, 1, tgt_len, src_len)` where padding elements are indicated by very large negative values.
+                `(config.encoder_attention_heads,)`.
+            output_attentions (`bool`, *optional*):
+                Whether or not to return the attentions tensors of all attention layers. See `attentions` under
+                returned tensors for more detail.
+        """
+
+
+        if self.add_time_attn:
+            bt, n, d = hidden_states.shape
+            t = self.t
+
+            # time embed
+            if t != 1:
+                n = hidden_states.shape[1]
+                hidden_states = rearrange(hidden_states, '(b t) n d -> (b n) t d', t=t)
+                hidden_states = hidden_states + self.temporal_embedding[:, :t, :]
+                hidden_states = rearrange(hidden_states, '(b n) t d -> (b t) n d', n=n)
+
+            # time attn
+            residual = hidden_states
+            hidden_states = rearrange(hidden_states, '(b t) n d -> (b n) t d', t=t)
+            # hidden_states = self.layer_norm1(hidden_states)  # share layernorm
+            hidden_states = self.temporal_layer_norm1(hidden_states)
+            hidden_states, attn_weights = self.temporal_attn(
+                hidden_states=hidden_states,
+                attention_mask=attention_mask,
+                causal_attention_mask=causal_attention_mask,
+                output_attentions=output_attentions,
+            )
+            hidden_states = residual + rearrange(hidden_states, '(b n) t d -> (b t) n d', n=n)
+
+            residual = hidden_states
+            hidden_states = rearrange(hidden_states, '(b t) n d -> (b n) t d', t=t)
+            # hidden_states = self.layer_norm2(hidden_states)  # share layernorm
+            hidden_states = self.temporal_layer_norm2(hidden_states)
+            hidden_states = self.temporal_mlp(hidden_states)
+            hidden_states = residual + rearrange(hidden_states, '(b n) t d -> (b t) n d', n=n)
+
+        # spatial attn
+        residual = hidden_states
+
+        hidden_states = self.layer_norm1(hidden_states)
+        hidden_states, attn_weights = self.self_attn(
+            hidden_states=hidden_states,
+            attention_mask=attention_mask,
+            causal_attention_mask=causal_attention_mask,
+            output_attentions=output_attentions,
+        )
+        hidden_states = residual + hidden_states
+
+        residual = hidden_states
+        hidden_states = self.layer_norm2(hidden_states)
+        hidden_states = self.mlp(hidden_states)
+        hidden_states = residual + hidden_states
+
+        outputs = (hidden_states,)
+
+        if output_attentions:
+            outputs += (attn_weights,)
+
+        return outputs
+
+
+
+
+
+
+
+
+
+class CLIPPreTrainedModel(PreTrainedModel):
+    """
+    An abstract class to handle weights initialization and a simple interface for downloading and loading pretrained
+    models.
+    """
+
+    config_class = LanguageBindThermalConfig
+    base_model_prefix = "clip"
+    supports_gradient_checkpointing = True
+    _keys_to_ignore_on_load_missing = [r"position_ids"]
+
+    def _init_weights(self, module):
+        """Initialize the weights"""
+        factor = self.config.initializer_factor
+        if isinstance(module, CLIPTextEmbeddings):
+            module.token_embedding.weight.data.normal_(mean=0.0, std=factor * 0.02)
+            module.position_embedding.weight.data.normal_(mean=0.0, std=factor * 0.02)
+        elif isinstance(module, CLIPVisionEmbeddings):
+            factor = self.config.initializer_factor
+            nn.init.normal_(module.class_embedding, mean=0.0, std=module.embed_dim**-0.5 * factor)
+            nn.init.normal_(module.patch_embedding.weight, std=module.config.initializer_range * factor)
+            nn.init.normal_(module.position_embedding.weight, std=module.config.initializer_range * factor)
+        elif isinstance(module, CLIPAttention):
+            factor = self.config.initializer_factor
+            in_proj_std = (module.embed_dim**-0.5) * ((2 * module.config.num_hidden_layers) ** -0.5) * factor
+            out_proj_std = (module.embed_dim**-0.5) * factor
+            nn.init.normal_(module.q_proj.weight, std=in_proj_std)
+            nn.init.normal_(module.k_proj.weight, std=in_proj_std)
+            nn.init.normal_(module.v_proj.weight, std=in_proj_std)
+            nn.init.normal_(module.out_proj.weight, std=out_proj_std)
+        elif isinstance(module, CLIPMLP):
+            factor = self.config.initializer_factor
+            in_proj_std = (
+                (module.config.hidden_size**-0.5) * ((2 * module.config.num_hidden_layers) ** -0.5) * factor
+            )
+            fc_std = (2 * module.config.hidden_size) ** -0.5 * factor
+            nn.init.normal_(module.fc1.weight, std=fc_std)
+            nn.init.normal_(module.fc2.weight, std=in_proj_std)
+        elif isinstance(module, LanguageBindThermal):
+            nn.init.normal_(
+                module.text_projection.weight,
+                std=module.text_embed_dim**-0.5 * self.config.initializer_factor,
+            )
+            nn.init.normal_(
+                module.visual_projection.weight,
+                std=module.vision_embed_dim**-0.5 * self.config.initializer_factor,
+            )
+        elif isinstance(module, CLIPVisionModelWithProjection):
+            nn.init.normal_(
+                module.visual_projection.weight,
+                std=self.config.hidden_size**-0.5 * self.config.initializer_factor,
+            )
+        elif isinstance(module, CLIPTextModelWithProjection):
+            nn.init.normal_(
+                module.text_projection.weight,
+                std=self.config.hidden_size**-0.5 * self.config.initializer_factor,
+            )
+
+        if isinstance(module, nn.LayerNorm):
+            module.bias.data.zero_()
+            module.weight.data.fill_(1.0)
+        if isinstance(module, nn.Linear) and module.bias is not None:
+            module.bias.data.zero_()
+
+    def _set_gradient_checkpointing(self, module, value=False):
+        if isinstance(module, CLIPEncoder):
+            module.gradient_checkpointing = value
+
+
+CLIP_START_DOCSTRING = r"""
+    This model inherits from [`PreTrainedModel`]. Check the superclass documentation for the generic methods the
+    library implements for all its model (such as downloading or saving, resizing the input embeddings, pruning heads
+    etc.)
+
+    This model is also a PyTorch [torch.nn.Module](https://pytorch.org/docs/stable/nn.html#torch.nn.Module) subclass.
+    Use it as a regular PyTorch Module and refer to the PyTorch documentation for all matter related to general usage
+    and behavior.
+
+    Parameters:
+        config ([`CLIPConfig`]): Model configuration class with all the parameters of the model.
+            Initializing with a config file does not load the weights associated with the model, only the
+            configuration. Check out the [`~PreTrainedModel.from_pretrained`] method to load the model weights.
+"""
+
+CLIP_TEXT_INPUTS_DOCSTRING = r"""
+    Args:
+        input_ids (`torch.LongTensor` of shape `(batch_size, sequence_length)`):
+            Indices of input sequence tokens in the vocabulary. Padding will be ignored by default should you provide
+            it.
+
+            Indices can be obtained using [`AutoTokenizer`]. See [`PreTrainedTokenizer.encode`] and
+            [`PreTrainedTokenizer.__call__`] for details.
+
+            [What are input IDs?](../glossary#input-ids)
+        attention_mask (`torch.Tensor` of shape `(batch_size, sequence_length)`, *optional*):
+            Mask to avoid performing attention on padding token indices. Mask values selected in `[0, 1]`:
+
+            - 1 for tokens that are **not masked**,
+            - 0 for tokens that are **masked**.
+
+            [What are attention masks?](../glossary#attention-mask)
+        position_ids (`torch.LongTensor` of shape `(batch_size, sequence_length)`, *optional*):
+            Indices of positions of each input sequence tokens in the position embeddings. Selected in the range `[0,
+            config.max_position_embeddings - 1]`.
+
+            [What are position IDs?](../glossary#position-ids)
+        output_attentions (`bool`, *optional*):
+            Whether or not to return the attentions tensors of all attention layers. See `attentions` under returned
+            tensors for more detail.
+        output_hidden_states (`bool`, *optional*):
+            Whether or not to return the hidden states of all layers. See `hidden_states` under returned tensors for
+            more detail.
+        return_dict (`bool`, *optional*):
+            Whether or not to return a [`~utils.ModelOutput`] instead of a plain tuple.
+"""
+
+CLIP_VISION_INPUTS_DOCSTRING = r"""
+    Args:
+        pixel_values (`torch.FloatTensor` of shape `(batch_size, num_channels, height, width)`):
+            Pixel values. Padding will be ignored by default should you provide it. Pixel values can be obtained using
+            [`AutoImageProcessor`]. See [`CLIPImageProcessor.__call__`] for details.
+        output_attentions (`bool`, *optional*):
+            Whether or not to return the attentions tensors of all attention layers. See `attentions` under returned
+            tensors for more detail.
+        output_hidden_states (`bool`, *optional*):
+            Whether or not to return the hidden states of all layers. See `hidden_states` under returned tensors for
+            more detail.
+        return_dict (`bool`, *optional*):
+            Whether or not to return a [`~utils.ModelOutput`] instead of a plain tuple.
+"""
+
+CLIP_INPUTS_DOCSTRING = r"""
+    Args:
+        input_ids (`torch.LongTensor` of shape `(batch_size, sequence_length)`):
+            Indices of input sequence tokens in the vocabulary. Padding will be ignored by default should you provide
+            it.
+
+            Indices can be obtained using [`AutoTokenizer`]. See [`PreTrainedTokenizer.encode`] and
+            [`PreTrainedTokenizer.__call__`] for details.
+
+            [What are input IDs?](../glossary#input-ids)
+        attention_mask (`torch.Tensor` of shape `(batch_size, sequence_length)`, *optional*):
+            Mask to avoid performing attention on padding token indices. Mask values selected in `[0, 1]`:
+
+            - 1 for tokens that are **not masked**,
+            - 0 for tokens that are **masked**.
+
+            [What are attention masks?](../glossary#attention-mask)
+        position_ids (`torch.LongTensor` of shape `(batch_size, sequence_length)`, *optional*):
+            Indices of positions of each input sequence tokens in the position embeddings. Selected in the range `[0,
+            config.max_position_embeddings - 1]`.
+
+            [What are position IDs?](../glossary#position-ids)
+        pixel_values (`torch.FloatTensor` of shape `(batch_size, num_channels, height, width)`):
+            Pixel values. Padding will be ignored by default should you provide it. Pixel values can be obtained using
+            [`AutoImageProcessor`]. See [`CLIPImageProcessor.__call__`] for details.
+        return_loss (`bool`, *optional*):
+            Whether or not to return the contrastive loss.
+        output_attentions (`bool`, *optional*):
+            Whether or not to return the attentions tensors of all attention layers. See `attentions` under returned
+            tensors for more detail.
+        output_hidden_states (`bool`, *optional*):
+            Whether or not to return the hidden states of all layers. See `hidden_states` under returned tensors for
+            more detail.
+        return_dict (`bool`, *optional*):
+            Whether or not to return a [`~utils.ModelOutput`] instead of a plain tuple.
+"""
+
+
+class CLIPEncoder(nn.Module):
+    """
+    Transformer encoder consisting of `config.num_hidden_layers` self attention layers. Each layer is a
+    [`CLIPEncoderLayer`].
+
+    Args:
+        config: CLIPConfig
+    """
+
+    def __init__(self, config: LanguageBindThermalConfig):
+        super().__init__()
+        self.config = config
+        self.layers = nn.ModuleList([CLIPEncoderLayer(config) for _ in range(config.num_hidden_layers)])
+        self.gradient_checkpointing = False
+
+    def forward(
+        self,
+        inputs_embeds,
+        attention_mask: Optional[torch.Tensor] = None,
+        causal_attention_mask: Optional[torch.Tensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutput]:
+        r"""
+        Args:
+            inputs_embeds (`torch.FloatTensor` of shape `(batch_size, sequence_length, hidden_size)`):
+                Optionally, instead of passing `input_ids` you can choose to directly pass an embedded representation.
+                This is useful if you want more control over how to convert `input_ids` indices into associated vectors
+                than the model's internal embedding lookup matrix.
+            attention_mask (`torch.Tensor` of shape `(batch_size, sequence_length)`, *optional*):
+                Mask to avoid performing attention on padding token indices. Mask values selected in `[0, 1]`:
+
+                - 1 for tokens that are **not masked**,
+                - 0 for tokens that are **masked**.
+
+                [What are attention masks?](../glossary#attention-mask)
+            causal_attention_mask (`torch.Tensor` of shape `(batch_size, sequence_length)`, *optional*):
+                Causal mask for the text model. Mask values selected in `[0, 1]`:
+
+                - 1 for tokens that are **not masked**,
+                - 0 for tokens that are **masked**.
+
+                [What are attention masks?](../glossary#attention-mask)
+            output_attentions (`bool`, *optional*):
+                Whether or not to return the attentions tensors of all attention layers. See `attentions` under
+                returned tensors for more detail.
+            output_hidden_states (`bool`, *optional*):
+                Whether or not to return the hidden states of all layers. See `hidden_states` under returned tensors
+                for more detail.
+            return_dict (`bool`, *optional*):
+                Whether or not to return a [`~utils.ModelOutput`] instead of a plain tuple.
+        """
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        encoder_states = () if output_hidden_states else None
+        all_attentions = () if output_attentions else None
+
+        hidden_states = inputs_embeds
+        for idx, encoder_layer in enumerate(self.layers):
+            if output_hidden_states:
+                encoder_states = encoder_states + (hidden_states,)
+            if self.gradient_checkpointing and self.training:
+
+                def create_custom_forward(module):
+                    def custom_forward(*inputs):
+                        return module(*inputs, output_attentions)
+
+                    return custom_forward
+
+                layer_outputs = torch.utils.checkpoint.checkpoint(
+                    create_custom_forward(encoder_layer),
+                    hidden_states,
+                    attention_mask,
+                    causal_attention_mask,
+                )
+            else:
+                layer_outputs = encoder_layer(
+                    hidden_states,
+                    attention_mask,
+                    causal_attention_mask,
+                    output_attentions=output_attentions,
+                )
+
+            hidden_states = layer_outputs[0]
+
+            if output_attentions:
+                all_attentions = all_attentions + (layer_outputs[1],)
+
+        if output_hidden_states:
+            encoder_states = encoder_states + (hidden_states,)
+
+        if not return_dict:
+            return tuple(v for v in [hidden_states, encoder_states, all_attentions] if v is not None)
+        return BaseModelOutput(
+            last_hidden_state=hidden_states, hidden_states=encoder_states, attentions=all_attentions
+        )
+
+
+# Copied from transformers.models.bart.modeling_bart._make_causal_mask
+def _make_causal_mask(
+    input_ids_shape: torch.Size, dtype: torch.dtype, device: torch.device, past_key_values_length: int = 0
+):
+    """
+    Make causal mask used for bi-directional self-attention.
+    """
+    bsz, tgt_len = input_ids_shape
+    mask = torch.full((tgt_len, tgt_len), torch.finfo(dtype).min, device=device)
+    mask_cond = torch.arange(mask.size(-1), device=device)
+    mask.masked_fill_(mask_cond < (mask_cond + 1).view(mask.size(-1), 1), 0)
+    mask = mask.to(dtype)
+
+    if past_key_values_length > 0:
+        mask = torch.cat([torch.zeros(tgt_len, past_key_values_length, dtype=dtype, device=device), mask], dim=-1)
+    return mask[None, None, :, :].expand(bsz, 1, tgt_len, tgt_len + past_key_values_length)
+
+
+class CLIPTextTransformer(nn.Module):
+    def __init__(self, config: CLIPTextConfig):
+        super().__init__()
+        self.config = config
+        embed_dim = config.hidden_size
+        self.embeddings = CLIPTextEmbeddings(config)
+        self.encoder = CLIPEncoder(config)
+        self.final_layer_norm = nn.LayerNorm(embed_dim, eps=config.layer_norm_eps)
+
+    @add_start_docstrings_to_model_forward(CLIP_TEXT_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=BaseModelOutputWithPooling, config_class=CLIPTextConfig)
+    def forward(
+        self,
+        input_ids: Optional[torch.Tensor] = None,
+        attention_mask: Optional[torch.Tensor] = None,
+        position_ids: Optional[torch.Tensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutputWithPooling]:
+        r"""
+        Returns:
+
+        """
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        if input_ids is None:
+            raise ValueError("You have to specify input_ids")
+
+        input_shape = input_ids.size()
+        input_ids = input_ids.view(-1, input_shape[-1])
+
+        hidden_states = self.embeddings(input_ids=input_ids, position_ids=position_ids)
+
+        # CLIP's text model uses causal mask, prepare it here.
+        # https://github.com/openai/CLIP/blob/cfcffb90e69f37bf2ff1e988237a0fbe41f33c04/clip/model.py#L324
+        causal_attention_mask = _make_causal_mask(input_shape, hidden_states.dtype, device=hidden_states.device)
+        # expand attention_mask
+        if attention_mask is not None:
+            # [bsz, seq_len] -> [bsz, 1, tgt_seq_len, src_seq_len]
+            attention_mask = _expand_mask(attention_mask, hidden_states.dtype)
+
+        encoder_outputs = self.encoder(
+            inputs_embeds=hidden_states,
+            attention_mask=attention_mask,
+            causal_attention_mask=causal_attention_mask,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        last_hidden_state = encoder_outputs[0]
+        last_hidden_state = self.final_layer_norm(last_hidden_state)
+
+        # text_embeds.shape = [batch_size, sequence_length, transformer.width]
+        # take features from the eot embedding (eot_token is the highest number in each sequence)
+        # casting to torch.int for onnx compatibility: argmax doesn't support int64 inputs with opset 14
+        pooled_output = last_hidden_state[
+            torch.arange(last_hidden_state.shape[0], device=last_hidden_state.device),
+            input_ids.to(dtype=torch.int, device=last_hidden_state.device).argmax(dim=-1),
+        ]
+
+        if not return_dict:
+            return (last_hidden_state, pooled_output) + encoder_outputs[1:]
+
+        return BaseModelOutputWithPooling(
+            last_hidden_state=last_hidden_state,
+            pooler_output=pooled_output,
+            hidden_states=encoder_outputs.hidden_states,
+            attentions=encoder_outputs.attentions,
+        )
+
+
+@add_start_docstrings(
+    """The text model from CLIP without any head or projection on top.""",
+    CLIP_START_DOCSTRING,
+)
+class CLIPTextModel(CLIPPreTrainedModel):
+    config_class = CLIPTextConfig
+
+    _no_split_modules = ["CLIPEncoderLayer"]
+
+    def __init__(self, config: CLIPTextConfig):
+        super().__init__(config)
+        self.text_model = CLIPTextTransformer(config)
+        # Initialize weights and apply final processing
+        self.post_init()
+
+    def get_input_embeddings(self) -> nn.Module:
+        return self.text_model.embeddings.token_embedding
+
+    def set_input_embeddings(self, value):
+        self.text_model.embeddings.token_embedding = value
+
+    @add_start_docstrings_to_model_forward(CLIP_TEXT_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=BaseModelOutputWithPooling, config_class=CLIPTextConfig)
+    def forward(
+        self,
+        input_ids: Optional[torch.Tensor] = None,
+        attention_mask: Optional[torch.Tensor] = None,
+        position_ids: Optional[torch.Tensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutputWithPooling]:
+        r"""
+        Returns:
+
+        Examples:
+
+        ```python
+        >>> from transformers import AutoTokenizer, CLIPTextModel
+
+        >>> model = CLIPTextModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> tokenizer = AutoTokenizer.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> inputs = tokenizer(["a photo of a cat", "a photo of a dog"], padding=True, return_tensors="pt")
+
+        >>> outputs = model(**inputs)
+        >>> last_hidden_state = outputs.last_hidden_state
+        >>> pooled_output = outputs.pooler_output  # pooled (EOS token) states
+        ```"""
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        return self.text_model(
+            input_ids=input_ids,
+            attention_mask=attention_mask,
+            position_ids=position_ids,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+
+class CLIPVisionTransformer(nn.Module):
+    def __init__(self, config: CLIPVisionConfig):
+        super().__init__()
+        self.config = config
+        embed_dim = config.hidden_size
+
+        self.embeddings = CLIPVisionEmbeddings(config)
+        self.patch_dropout = PatchDropout(config.force_patch_dropout)
+        self.pre_layrnorm = nn.LayerNorm(embed_dim, eps=config.layer_norm_eps)
+        self.encoder = CLIPEncoder(config)
+        self.post_layernorm = nn.LayerNorm(embed_dim, eps=config.layer_norm_eps)
+
+    @add_start_docstrings_to_model_forward(CLIP_VISION_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=BaseModelOutputWithPooling, config_class=CLIPVisionConfig)
+    def forward(
+        self,
+        pixel_values: Optional[torch.FloatTensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutputWithPooling]:
+        r"""
+        Returns:
+
+        """
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        if pixel_values is None:
+            raise ValueError("You have to specify pixel_values")
+        ######################################
+        if len(pixel_values.shape) == 7:
+            b_new, pair_new, T, bs_new, channel_new, h_new, w_new = pixel_values.shape
+            # print(pixel_values.shape)
+            B = b_new * pair_new * bs_new
+            pixel_values = pixel_values.reshape(B*T, channel_new, h_new, w_new)
+
+        elif len(pixel_values.shape) == 5:
+            B, _, T, _, _ = pixel_values.shape
+            # print(pixel_values.shape)
+            pixel_values = rearrange(pixel_values, 'b c t h w -> (b t) c h w')
+        else:
+            # print(pixel_values.shape)
+            B, _, _, _ = pixel_values.shape
+            T = 1
+        ###########################
+        hidden_states = self.embeddings(pixel_values)
+
+        hidden_states = self.patch_dropout(hidden_states, B, T)  ##############################################
+
+        hidden_states = self.pre_layrnorm(hidden_states)
+
+        encoder_outputs = self.encoder(
+            inputs_embeds=hidden_states,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        last_hidden_state = encoder_outputs[0]
+        pooled_output = last_hidden_state[:, 0, :]
+        pooled_output = self.post_layernorm(pooled_output)
+
+        pooled_output = pooled_output.reshape(B, T, -1).mean(1) ################################
+
+        if not return_dict:
+            return (last_hidden_state, pooled_output) + encoder_outputs[1:]
+
+        return BaseModelOutputWithPooling(
+            last_hidden_state=last_hidden_state,
+            pooler_output=pooled_output,
+            hidden_states=encoder_outputs.hidden_states,
+            attentions=encoder_outputs.attentions,
+        )
+
+
+@add_start_docstrings(
+    """The vision model from CLIP without any head or projection on top.""",
+    CLIP_START_DOCSTRING,
+)
+class CLIPVisionModel(CLIPPreTrainedModel):
+    config_class = CLIPVisionConfig
+    main_input_name = "pixel_values"
+
+    def __init__(self, config: CLIPVisionConfig):
+        super().__init__(config)
+        self.vision_model = CLIPVisionTransformer(config)
+        # Initialize weights and apply final processing
+        self.post_init()
+
+    def get_input_embeddings(self) -> nn.Module:
+        return self.vision_model.embeddings.patch_embedding
+
+    @add_start_docstrings_to_model_forward(CLIP_VISION_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=BaseModelOutputWithPooling, config_class=CLIPVisionConfig)
+    def forward(
+        self,
+        pixel_values: Optional[torch.FloatTensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutputWithPooling]:
+        r"""
+        Returns:
+
+        Examples:
+
+        ```python
+        >>> from PIL import Image
+        >>> import requests
+        >>> from transformers import AutoProcessor, CLIPVisionModel
+
+        >>> model = CLIPVisionModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> processor = AutoProcessor.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> url = "http://images.cocodataset.org/val2017/000000039769.jpg"
+        >>> image = Image.open(requests.get(url, stream=True).raw)
+
+        >>> inputs = processor(images=image, return_tensors="pt")
+
+        >>> outputs = model(**inputs)
+        >>> last_hidden_state = outputs.last_hidden_state
+        >>> pooled_output = outputs.pooler_output  # pooled CLS states
+        ```"""
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        return self.vision_model(
+            pixel_values=pixel_values,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+
+@add_start_docstrings(CLIP_START_DOCSTRING)
+class LanguageBindThermal(CLIPPreTrainedModel):
+    config_class = LanguageBindThermalConfig
+
+    def __init__(self, config: LanguageBindThermalConfig):
+        super().__init__(config)
+
+        if not isinstance(config.text_config, CLIPTextConfig):
+            raise ValueError(
+                "config.text_config is expected to be of type CLIPTextConfig but is of type"
+                f" {type(config.text_config)}."
+            )
+
+        if not isinstance(config.vision_config, CLIPVisionConfig):
+            raise ValueError(
+                "config.vision_config is expected to be of type CLIPVisionConfig but is of type"
+                f" {type(config.vision_config)}."
+            )
+
+        text_config = config.text_config
+        vision_config = config.vision_config
+        self.add_time_attn = vision_config.add_time_attn
+        self.lora_r = vision_config.lora_r
+        self.lora_alpha = vision_config.lora_alpha
+        self.lora_dropout = vision_config.lora_dropout
+
+        self.projection_dim = config.projection_dim
+        self.text_embed_dim = text_config.hidden_size
+        self.vision_embed_dim = vision_config.hidden_size
+
+        self.text_model = CLIPTextTransformer(text_config)
+        self.vision_model = CLIPVisionTransformer(vision_config)
+
+        self.visual_projection = nn.Linear(self.vision_embed_dim, self.projection_dim, bias=False)
+        self.text_projection = nn.Linear(self.text_embed_dim, self.projection_dim, bias=False)
+        self.logit_scale = nn.Parameter(torch.tensor(self.config.logit_scale_init_value))
+
+        # Initialize weights and apply final processing
+        self.post_init()
+        self.convert_to_lora()
+        self.resize_pos(self.vision_model.embeddings, vision_config)
+
+    def convert_to_lora(self):
+        if self.lora_r == 0:
+            return
+        if self.add_time_attn:
+            target_modules = ["temporal_attn.k_proj", "temporal_attn.v_proj",
+                              "temporal_attn.q_proj", "temporal_attn.out_proj",
+                              "temporal_mlp.fc1", "temporal_mlp.fc2"]
+        else:
+            target_modules = ["k_proj", "v_proj", "q_proj", "out_proj"]
+        config = LoraConfig(
+            r=self.lora_r,  # 16
+            lora_alpha=self.lora_alpha,  # 16
+            target_modules=target_modules,  # self_attn.out_proj
+            lora_dropout=self.lora_dropout,  # 0.1
+            bias="none",
+            modules_to_save=[],
+        )
+        self.vision_model.encoder.is_gradient_checkpointing = False
+        self.vision_model.encoder = get_peft_model(self.vision_model.encoder, config)
+
+    def resize_pos(self, m, vision_config):
+        # convert embedding
+        if vision_config.num_mel_bins!=0 and vision_config.target_length!=0:
+            m.image_size = [vision_config.num_mel_bins, vision_config.target_length]
+        m.config.image_size = [m.image_size, m.image_size] if isinstance(m.image_size, int) else m.image_size
+        # pos resize
+        old_pos_embed_state_dict = m.position_embedding.state_dict()
+        old_pos_embed = old_pos_embed_state_dict['weight']
+        dtype = old_pos_embed.dtype
+        grid_size = [m.config.image_size[0] // m.patch_size, m.config.image_size[1] // m.patch_size]
+        extra_tokens = 1  # FIXME detect different token configs (ie no class token, or more)
+        new_seq_len = grid_size[0] * grid_size[1] + extra_tokens
+        if new_seq_len == old_pos_embed.shape[0]:
+            # m.to(args.device)
+            return
+
+        m.num_patches = grid_size[0] * grid_size[1]
+        m.num_positions = m.num_patches + 1
+        m.register_buffer("position_ids", torch.arange(m.num_positions).expand((1, -1)))
+        new_position_embedding = nn.Embedding(m.num_positions, m.embed_dim)
+
+        if extra_tokens:
+            pos_emb_tok, pos_emb_img = old_pos_embed[:extra_tokens], old_pos_embed[extra_tokens:]
+        else:
+            pos_emb_tok, pos_emb_img = None, old_pos_embed
+        old_grid_size = [int(math.sqrt(len(pos_emb_img)))] * 2
+
+        # if is_master(args):
+        #     logging.info('Resizing position embedding grid-size from %s to %s', old_grid_size, grid_size)
+        pos_emb_img = pos_emb_img.reshape(1, old_grid_size[0], old_grid_size[1], -1).permute(0, 3, 1, 2)
+        pos_emb_img = F.interpolate(
+            pos_emb_img,
+            size=grid_size,
+            mode='bicubic',
+            antialias=True,
+            align_corners=False,
+        )
+        pos_emb_img = pos_emb_img.permute(0, 2, 3, 1).reshape(1, grid_size[0] * grid_size[1], -1)[0]
+        if pos_emb_tok is not None:
+            new_pos_embed = torch.cat([pos_emb_tok, pos_emb_img], dim=0)
+        else:
+            new_pos_embed = pos_emb_img
+        old_pos_embed_state_dict['weight'] = new_pos_embed.to(dtype)
+        m.position_embedding = new_position_embedding
+        m.position_embedding.load_state_dict(old_pos_embed_state_dict)
+
+        # m.to(args.device)
+
+    @add_start_docstrings_to_model_forward(CLIP_TEXT_INPUTS_DOCSTRING)
+    def get_text_features(
+        self,
+        input_ids: Optional[torch.Tensor] = None,
+        attention_mask: Optional[torch.Tensor] = None,
+        position_ids: Optional[torch.Tensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> torch.FloatTensor:
+        r"""
+        Returns:
+            text_features (`torch.FloatTensor` of shape `(batch_size, output_dim`): The text embeddings obtained by
+            applying the projection layer to the pooled output of [`CLIPTextModel`].
+
+        Examples:
+
+        ```python
+        >>> from transformers import AutoTokenizer, CLIPModel
+
+        >>> model = CLIPModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> tokenizer = AutoTokenizer.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> inputs = tokenizer(["a photo of a cat", "a photo of a dog"], padding=True, return_tensors="pt")
+        >>> text_features = model.get_text_features(**inputs)
+        ```"""
+        # Use CLIP model's config for some fields (if specified) instead of those of vision & text components.
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        text_outputs = self.text_model(
+            input_ids=input_ids,
+            attention_mask=attention_mask,
+            position_ids=position_ids,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        pooled_output = text_outputs[1]
+        text_features = self.text_projection(pooled_output)
+
+        return text_features
+
+    @add_start_docstrings_to_model_forward(CLIP_VISION_INPUTS_DOCSTRING)
+    def get_image_features(
+        self,
+        pixel_values: Optional[torch.FloatTensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> torch.FloatTensor:
+        r"""
+        Returns:
+            image_features (`torch.FloatTensor` of shape `(batch_size, output_dim`): The image embeddings obtained by
+            applying the projection layer to the pooled output of [`CLIPVisionModel`].
+
+        Examples:
+
+        ```python
+        >>> from PIL import Image
+        >>> import requests
+        >>> from transformers import AutoProcessor, CLIPModel
+
+        >>> model = CLIPModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> processor = AutoProcessor.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> url = "http://images.cocodataset.org/val2017/000000039769.jpg"
+        >>> image = Image.open(requests.get(url, stream=True).raw)
+
+        >>> inputs = processor(images=image, return_tensors="pt")
+
+        >>> image_features = model.get_image_features(**inputs)
+        ```"""
+        # Use CLIP model's config for some fields (if specified) instead of those of vision & text components.
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        vision_outputs = self.vision_model(
+            pixel_values=pixel_values,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        pooled_output = vision_outputs[1]  # pooled_output
+        image_features = self.visual_projection(pooled_output)
+
+        return image_features
+
+    @add_start_docstrings_to_model_forward(CLIP_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=CLIPOutput, config_class=LanguageBindThermalConfig)
+    def forward(
+        self,
+        input_ids: Optional[torch.LongTensor] = None,
+        pixel_values: Optional[torch.FloatTensor] = None,
+        attention_mask: Optional[torch.Tensor] = None,
+        position_ids: Optional[torch.LongTensor] = None,
+        return_loss: Optional[bool] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, CLIPOutput]:
+        r"""
+        Returns:
+
+        Examples:
+
+        ```python
+        >>> from PIL import Image
+        >>> import requests
+        >>> from transformers import AutoProcessor, CLIPModel
+
+        >>> model = CLIPModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> processor = AutoProcessor.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> url = "http://images.cocodataset.org/val2017/000000039769.jpg"
+        >>> image = Image.open(requests.get(url, stream=True).raw)
+
+        >>> inputs = processor(
+        ...     text=["a photo of a cat", "a photo of a dog"], images=image, return_tensors="pt", padding=True
+        ... )
+
+        >>> outputs = model(**inputs)
+        >>> logits_per_image = outputs.logits_per_image  # this is the image-text similarity score
+        >>> probs = logits_per_image.softmax(dim=1)  # we can take the softmax to get the label probabilities
+        ```"""
+        # Use CLIP model's config for some fields (if specified) instead of those of vision & text components.
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        vision_outputs = self.vision_model(
+            pixel_values=pixel_values,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        text_outputs = self.text_model(
+            input_ids=input_ids,
+            attention_mask=attention_mask,
+            position_ids=position_ids,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        image_embeds = vision_outputs[1]
+        image_embeds = self.visual_projection(image_embeds)
+
+        text_embeds = text_outputs[1]
+        text_embeds = self.text_projection(text_embeds)
+
+        # normalized features
+        image_embeds = image_embeds / image_embeds.norm(p=2, dim=-1, keepdim=True)
+        text_embeds = text_embeds / text_embeds.norm(p=2, dim=-1, keepdim=True)
+
+        # cosine similarity as logits
+        logit_scale = self.logit_scale.exp()
+        logits_per_text = torch.matmul(text_embeds, image_embeds.t()) * logit_scale
+        logits_per_image = logits_per_text.t()
+
+        loss = None
+        if return_loss:
+            loss = clip_loss(logits_per_text)
+
+        if not return_dict:
+            output = (logits_per_image, logits_per_text, text_embeds, image_embeds, text_outputs, vision_outputs)
+            return ((loss,) + output) if loss is not None else output
+
+        return CLIPOutput(
+            loss=loss,
+            logits_per_image=logits_per_image,
+            logits_per_text=logits_per_text,
+            text_embeds=text_embeds,
+            image_embeds=image_embeds,
+            text_model_output=text_outputs,
+            vision_model_output=vision_outputs,
+        )
\ No newline at end of file
diff --git a/llava/model/multimodal_encoder/languagebind/thermal/processing_thermal.py b/llava/model/multimodal_encoder/languagebind/thermal/processing_thermal.py
new file mode 100644
index 0000000000000000000000000000000000000000..36ed1f09d3bf23514baf4859e462d28bc49dfd53
--- /dev/null
+++ b/llava/model/multimodal_encoder/languagebind/thermal/processing_thermal.py
@@ -0,0 +1,77 @@
+import torch
+from PIL import Image
+from torchvision import transforms
+from transformers import ProcessorMixin, BatchEncoding
+from transformers.image_processing_utils import BatchFeature
+
+OPENAI_DATASET_MEAN = (0.48145466, 0.4578275, 0.40821073)
+OPENAI_DATASET_STD = (0.26862954, 0.26130258, 0.27577711)
+
+def make_list_of_images(x):
+    if not isinstance(x, list):
+        return [x]
+    return x
+
+def get_thermal_transform(config):
+    config = config.vision_config
+    transform = transforms.Compose(
+        [
+            transforms.ToTensor(),
+            transforms.Resize(224, interpolation=transforms.InterpolationMode.BICUBIC),
+            transforms.CenterCrop(224),
+            transforms.Normalize(OPENAI_DATASET_MEAN, OPENAI_DATASET_STD)  # assume image
+        ]
+    )
+    return transform
+
+
+def load_and_transform_thermal(thermal_path, transform):
+    thermal = Image.open(thermal_path)
+    thermal_outputs = transform(thermal)
+    return thermal_outputs
+
+class LanguageBindThermalProcessor(ProcessorMixin):
+    attributes = []
+    tokenizer_class = ("LanguageBindThermalTokenizer")
+
+    def __init__(self, config, tokenizer=None, **kwargs):
+        super().__init__(**kwargs)
+        self.config = config
+        self.transform = get_thermal_transform(config)
+        self.image_processor = load_and_transform_thermal
+        self.tokenizer = tokenizer
+
+    def __call__(self, images=None, text=None, context_length=77, return_tensors=None, **kwargs):
+        if text is None and images is None:
+            raise ValueError("You have to specify either text or images. Both cannot be none.")
+
+        if text is not None:
+            encoding = self.tokenizer(text, max_length=context_length, padding='max_length',
+                                      truncation=True, return_tensors=return_tensors, **kwargs)
+
+        if images is not None:
+            images = make_list_of_images(images)
+            image_features = [self.image_processor(image, self.transform) for image in images]
+            image_features = torch.stack(image_features)
+
+        if text is not None and images is not None:
+            encoding["pixel_values"] = image_features
+            return encoding
+        elif text is not None:
+            return encoding
+        else:
+            return {"pixel_values": image_features}
+
+    def batch_decode(self, skip_special_tokens=True, *args, **kwargs):
+        """
+        This method forwards all its arguments to CLIPTokenizerFast's [`~PreTrainedTokenizer.batch_decode`]. Please
+        refer to the docstring of this method for more information.
+        """
+        return self.tokenizer.batch_decode(*args, skip_special_tokens=skip_special_tokens, **kwargs)
+
+    def decode(self, skip_special_tokens=True, *args, **kwargs):
+        """
+        This method forwards all its arguments to CLIPTokenizerFast's [`~PreTrainedTokenizer.decode`]. Please refer to
+        the docstring of this method for more information.
+        """
+        return self.tokenizer.decode(*args, skip_special_tokens=skip_special_tokens, **kwargs)
diff --git a/llava/model/multimodal_encoder/languagebind/thermal/tokenization_thermal.py b/llava/model/multimodal_encoder/languagebind/thermal/tokenization_thermal.py
new file mode 100644
index 0000000000000000000000000000000000000000..a4ebb5607bc8f2a24341a7b11f22663e760012dd
--- /dev/null
+++ b/llava/model/multimodal_encoder/languagebind/thermal/tokenization_thermal.py
@@ -0,0 +1,77 @@
+from transformers import CLIPTokenizer
+from transformers.utils import logging
+
+logger = logging.get_logger(__name__)
+
+VOCAB_FILES_NAMES = {
+    "vocab_file": "vocab.json",
+    "merges_file": "merges.txt",
+}
+
+PRETRAINED_VOCAB_FILES_MAP = {
+    "vocab_file": {
+        "lb203/LanguageBind-Thermal": "https://huggingface.co/lb203/LanguageBind-Thermal/resolve/main/vocab.json",
+    },
+    "merges_file": {
+        "lb203/LanguageBind-Thermal": "https://huggingface.co/lb203/LanguageBind-Thermal/resolve/main/merges.txt",
+    },
+}
+
+PRETRAINED_POSITIONAL_EMBEDDINGS_SIZES = {
+    "lb203/LanguageBind-Thermal": 77,
+}
+
+
+PRETRAINED_INIT_CONFIGURATION = {
+    "lb203/LanguageBind-Thermal": {},
+}
+
+class LanguageBindThermalTokenizer(CLIPTokenizer):
+    """
+    Construct a CLIP tokenizer. Based on byte-level Byte-Pair-Encoding.
+
+    This tokenizer inherits from [`PreTrainedTokenizer`] which contains most of the main methods. Users should refer to
+    this superclass for more information regarding those methods.
+
+    Args:
+        vocab_file (`str`):
+            Path to the vocabulary file.
+        merges_file (`str`):
+            Path to the merges file.
+        errors (`str`, *optional*, defaults to `"replace"`):
+            Paradigm to follow when decoding bytes to UTF-8. See
+            [bytes.decode](https://docs.python.org/3/library/stdtypes.html#bytes.decode) for more information.
+        unk_token (`str`, *optional*, defaults to `<|endoftext|>`):
+            The unknown token. A token that is not in the vocabulary cannot be converted to an ID and is set to be this
+            token instead.
+        bos_token (`str`, *optional*, defaults to `<|startoftext|>`):
+            The beginning of sequence token.
+        eos_token (`str`, *optional*, defaults to `<|endoftext|>`):
+            The end of sequence token.
+    """
+
+    vocab_files_names = VOCAB_FILES_NAMES
+    pretrained_vocab_files_map = PRETRAINED_VOCAB_FILES_MAP
+    max_model_input_sizes = PRETRAINED_POSITIONAL_EMBEDDINGS_SIZES
+    model_input_names = ["input_ids", "attention_mask"]
+
+    def __init__(
+            self,
+            vocab_file,
+            merges_file,
+            errors="replace",
+            unk_token="<|endoftext|>",
+            bos_token="<|startoftext|>",
+            eos_token="<|endoftext|>",
+            pad_token="<|endoftext|>",  # hack to enable padding
+            **kwargs,
+    ):
+        super(LanguageBindThermalTokenizer, self).__init__(
+            vocab_file,
+            merges_file,
+            errors,
+            unk_token,
+            bos_token,
+            eos_token,
+            pad_token,  # hack to enable padding
+            **kwargs,)
\ No newline at end of file
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diff --git a/llava/model/multimodal_encoder/languagebind/video/__pycache__/tokenization_video.cpython-310.pyc b/llava/model/multimodal_encoder/languagebind/video/__pycache__/tokenization_video.cpython-310.pyc
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diff --git a/llava/model/multimodal_encoder/languagebind/video/configuration_video.py b/llava/model/multimodal_encoder/languagebind/video/configuration_video.py
new file mode 100644
index 0000000000000000000000000000000000000000..4b108ec51799ae0d77432ffa85690e1a1858e60c
--- /dev/null
+++ b/llava/model/multimodal_encoder/languagebind/video/configuration_video.py
@@ -0,0 +1,423 @@
+import copy
+import os
+from typing import Union
+
+from transformers import PretrainedConfig
+from transformers.utils import logging
+
+logger = logging.get_logger(__name__)
+
+
+
+
+
+
+
+class CLIPTextConfig(PretrainedConfig):
+    r"""
+    This is the configuration class to store the configuration of a [`CLIPTextModel`]. It is used to instantiate a CLIP
+    text encoder according to the specified arguments, defining the model architecture. Instantiating a configuration
+    with the defaults will yield a similar configuration to that of the text encoder of the CLIP
+    [openai/clip-vit-base-patch32](https://huggingface.co/openai/clip-vit-base-patch32) architecture.
+
+    Configuration objects inherit from [`PretrainedConfig`] and can be used to control the model outputs. Read the
+    documentation from [`PretrainedConfig`] for more information.
+
+    Args:
+        vocab_size (`int`, *optional*, defaults to 49408):
+            Vocabulary size of the CLIP text model. Defines the number of different tokens that can be represented by
+            the `inputs_ids` passed when calling [`CLIPModel`].
+        hidden_size (`int`, *optional*, defaults to 512):
+            Dimensionality of the encoder layers and the pooler layer.
+        intermediate_size (`int`, *optional*, defaults to 2048):
+            Dimensionality of the "intermediate" (i.e., feed-forward) layer in the Transformer encoder.
+        num_hidden_layers (`int`, *optional*, defaults to 12):
+            Number of hidden layers in the Transformer encoder.
+        num_attention_heads (`int`, *optional*, defaults to 8):
+            Number of attention heads for each attention layer in the Transformer encoder.
+        max_position_embeddings (`int`, *optional*, defaults to 77):
+            The maximum sequence length that this model might ever be used with. Typically set this to something large
+            just in case (e.g., 512 or 1024 or 2048).
+        hidden_act (`str` or `function`, *optional*, defaults to `"quick_gelu"`):
+            The non-linear activation function (function or string) in the encoder and pooler. If string, `"gelu"`,
+            `"relu"`, `"selu"` and `"gelu_new"` `"quick_gelu"` are supported.
+        layer_norm_eps (`float`, *optional*, defaults to 1e-5):
+            The epsilon used by the layer normalization layers.
+        attention_dropout (`float`, *optional*, defaults to 0.0):
+            The dropout ratio for the attention probabilities.
+        initializer_range (`float`, *optional*, defaults to 0.02):
+            The standard deviation of the truncated_normal_initializer for initializing all weight matrices.
+        initializer_factor (`float`, *optional*, defaults to 1):
+            A factor for initializing all weight matrices (should be kept to 1, used internally for initialization
+            testing).
+
+    Example:
+
+    ```python
+    >>> from transformers import CLIPTextConfig, CLIPTextModel
+
+    >>> # Initializing a CLIPTextConfig with openai/clip-vit-base-patch32 style configuration
+    >>> configuration = CLIPTextConfig()
+
+    >>> # Initializing a CLIPTextModel (with random weights) from the openai/clip-vit-base-patch32 style configuration
+    >>> model = CLIPTextModel(configuration)
+
+    >>> # Accessing the model configuration
+    >>> configuration = model.config
+    ```"""
+    model_type = "clip_text_model"
+
+    def __init__(
+        self,
+        vocab_size=49408,
+        hidden_size=512,
+        intermediate_size=2048,
+        projection_dim=512,
+        num_hidden_layers=12,
+        num_attention_heads=8,
+        max_position_embeddings=77,
+        hidden_act="quick_gelu",
+        layer_norm_eps=1e-5,
+        attention_dropout=0.0,
+        initializer_range=0.02,
+        initializer_factor=1.0,
+        # This differs from `CLIPTokenizer`'s default and from openai/clip
+        # See https://github.com/huggingface/transformers/pull/24773#issuecomment-1632287538
+        pad_token_id=1,
+        bos_token_id=49406,
+        eos_token_id=49407,
+        **kwargs,
+    ):
+        super().__init__(pad_token_id=pad_token_id, bos_token_id=bos_token_id, eos_token_id=eos_token_id, **kwargs)
+
+        self.vocab_size = vocab_size
+        self.hidden_size = hidden_size
+        self.intermediate_size = intermediate_size
+        self.projection_dim = projection_dim
+        self.num_hidden_layers = num_hidden_layers
+        self.num_attention_heads = num_attention_heads
+        self.max_position_embeddings = max_position_embeddings
+        self.layer_norm_eps = layer_norm_eps
+        self.hidden_act = hidden_act
+        self.initializer_range = initializer_range
+        self.initializer_factor = initializer_factor
+        self.attention_dropout = attention_dropout
+        self.add_time_attn = False  ######################################
+
+    @classmethod
+    def from_pretrained(cls, pretrained_model_name_or_path: Union[str, os.PathLike], **kwargs) -> "PretrainedConfig":
+        cls._set_token_in_kwargs(kwargs)
+
+        config_dict, kwargs = cls.get_config_dict(pretrained_model_name_or_path, **kwargs)
+
+        # get the text config dict if we are loading from CLIPConfig
+        if config_dict.get("model_type") == "clip":
+            config_dict = config_dict["text_config"]
+
+        if "model_type" in config_dict and hasattr(cls, "model_type") and config_dict["model_type"] != cls.model_type:
+            logger.warning(
+                f"You are using a model of type {config_dict['model_type']} to instantiate a model of type "
+                f"{cls.model_type}. This is not supported for all configurations of models and can yield errors."
+            )
+
+        return cls.from_dict(config_dict, **kwargs)
+
+
+
+
+class CLIPVisionConfig(PretrainedConfig):
+    r"""
+    This is the configuration class to store the configuration of a [`CLIPVisionModel`]. It is used to instantiate a
+    CLIP vision encoder according to the specified arguments, defining the model architecture. Instantiating a
+    configuration with the defaults will yield a similar configuration to that of the vision encoder of the CLIP
+    [openai/clip-vit-base-patch32](https://huggingface.co/openai/clip-vit-base-patch32) architecture.
+
+    Configuration objects inherit from [`PretrainedConfig`] and can be used to control the model outputs. Read the
+    documentation from [`PretrainedConfig`] for more information.
+
+    Args:
+        hidden_size (`int`, *optional*, defaults to 768):
+            Dimensionality of the encoder layers and the pooler layer.
+        intermediate_size (`int`, *optional*, defaults to 3072):
+            Dimensionality of the "intermediate" (i.e., feed-forward) layer in the Transformer encoder.
+        num_hidden_layers (`int`, *optional*, defaults to 12):
+            Number of hidden layers in the Transformer encoder.
+        num_attention_heads (`int`, *optional*, defaults to 12):
+            Number of attention heads for each attention layer in the Transformer encoder.
+        image_size (`int`, *optional*, defaults to 224):
+            The size (resolution) of each image.
+        patch_size (`int`, *optional*, defaults to 32):
+            The size (resolution) of each patch.
+        hidden_act (`str` or `function`, *optional*, defaults to `"quick_gelu"`):
+            The non-linear activation function (function or string) in the encoder and pooler. If string, `"gelu"`,
+            `"relu"`, `"selu"` and `"gelu_new"` ``"quick_gelu"` are supported.
+        layer_norm_eps (`float`, *optional*, defaults to 1e-5):
+            The epsilon used by the layer normalization layers.
+        attention_dropout (`float`, *optional*, defaults to 0.0):
+            The dropout ratio for the attention probabilities.
+        initializer_range (`float`, *optional*, defaults to 0.02):
+            The standard deviation of the truncated_normal_initializer for initializing all weight matrices.
+        initializer_factor (`float`, *optional*, defaults to 1):
+            A factor for initializing all weight matrices (should be kept to 1, used internally for initialization
+            testing).
+
+    Example:
+
+    ```python
+    >>> from transformers import CLIPVisionConfig, CLIPVisionModel
+
+    >>> # Initializing a CLIPVisionConfig with openai/clip-vit-base-patch32 style configuration
+    >>> configuration = CLIPVisionConfig()
+
+    >>> # Initializing a CLIPVisionModel (with random weights) from the openai/clip-vit-base-patch32 style configuration
+    >>> model = CLIPVisionModel(configuration)
+
+    >>> # Accessing the model configuration
+    >>> configuration = model.config
+    ```"""
+
+    model_type = "clip_vision_model"
+
+    def __init__(
+        self,
+        hidden_size=768,
+        intermediate_size=3072,
+        projection_dim=512,
+        num_hidden_layers=12,
+        num_attention_heads=12,
+        num_channels=3,
+        image_size=224,
+        patch_size=32,
+        hidden_act="quick_gelu",
+        layer_norm_eps=1e-5,
+        attention_dropout=0.0,
+        initializer_range=0.02,
+        initializer_factor=1.0,
+
+        add_time_attn=False, ################################
+        num_frames=1, ################################
+        force_patch_dropout=0.0, ################################
+        lora_r=2, ################################
+        lora_alpha=16, ################################
+        lora_dropout=0.0, ################################
+        num_mel_bins=0.0, ################################
+        target_length=0.0, ################################
+        video_decode_backend='decord', #########################
+        **kwargs,
+    ):
+        super().__init__(**kwargs)
+
+        self.hidden_size = hidden_size
+        self.intermediate_size = intermediate_size
+        self.projection_dim = projection_dim
+        self.num_hidden_layers = num_hidden_layers
+        self.num_attention_heads = num_attention_heads
+        self.num_channels = num_channels
+        self.patch_size = patch_size
+        self.image_size = image_size
+        self.initializer_range = initializer_range
+        self.initializer_factor = initializer_factor
+        self.attention_dropout = attention_dropout
+        self.layer_norm_eps = layer_norm_eps
+        self.hidden_act = hidden_act
+
+        self.add_time_attn = add_time_attn  ################
+        self.num_frames = num_frames  ################
+        self.force_patch_dropout = force_patch_dropout  ################
+        self.lora_r = lora_r  ################
+        self.lora_alpha = lora_alpha  ################
+        self.lora_dropout = lora_dropout  ################
+        self.num_mel_bins = num_mel_bins  ################
+        self.target_length = target_length  ################
+        self.video_decode_backend = video_decode_backend  ################
+
+    @classmethod
+    def from_pretrained(cls, pretrained_model_name_or_path: Union[str, os.PathLike], **kwargs) -> "PretrainedConfig":
+        cls._set_token_in_kwargs(kwargs)
+
+        config_dict, kwargs = cls.get_config_dict(pretrained_model_name_or_path, **kwargs)
+
+        # get the vision config dict if we are loading from CLIPConfig
+        if config_dict.get("model_type") == "clip":
+            config_dict = config_dict["vision_config"]
+
+        if "model_type" in config_dict and hasattr(cls, "model_type") and config_dict["model_type"] != cls.model_type:
+            logger.warning(
+                f"You are using a model of type {config_dict['model_type']} to instantiate a model of type "
+                f"{cls.model_type}. This is not supported for all configurations of models and can yield errors."
+            )
+
+        return cls.from_dict(config_dict, **kwargs)
+
+
+class LanguageBindVideoConfig(PretrainedConfig):
+    r"""
+    [`CLIPConfig`] is the configuration class to store the configuration of a [`CLIPModel`]. It is used to instantiate
+    a CLIP model according to the specified arguments, defining the text model and vision model configs. Instantiating
+    a configuration with the defaults will yield a similar configuration to that of the CLIP
+    [openai/clip-vit-base-patch32](https://huggingface.co/openai/clip-vit-base-patch32) architecture.
+
+    Configuration objects inherit from [`PretrainedConfig`] and can be used to control the model outputs. Read the
+    documentation from [`PretrainedConfig`] for more information.
+
+    Args:
+        text_config (`dict`, *optional*):
+            Dictionary of configuration options used to initialize [`CLIPTextConfig`].
+        vision_config (`dict`, *optional*):
+            Dictionary of configuration options used to initialize [`CLIPVisionConfig`].
+        projection_dim (`int`, *optional*, defaults to 512):
+            Dimentionality of text and vision projection layers.
+        logit_scale_init_value (`float`, *optional*, defaults to 2.6592):
+            The inital value of the *logit_scale* paramter. Default is used as per the original CLIP implementation.
+        kwargs (*optional*):
+            Dictionary of keyword arguments.
+
+    Example:
+
+    ```python
+    >>> from transformers import CLIPConfig, CLIPModel
+
+    >>> # Initializing a CLIPConfig with openai/clip-vit-base-patch32 style configuration
+    >>> configuration = CLIPConfig()
+
+    >>> # Initializing a CLIPModel (with random weights) from the openai/clip-vit-base-patch32 style configuration
+    >>> model = CLIPModel(configuration)
+
+    >>> # Accessing the model configuration
+    >>> configuration = model.config
+
+    >>> # We can also initialize a CLIPConfig from a CLIPTextConfig and a CLIPVisionConfig
+    >>> from transformers import CLIPTextConfig, CLIPVisionConfig
+
+    >>> # Initializing a CLIPText and CLIPVision configuration
+    >>> config_text = CLIPTextConfig()
+    >>> config_vision = CLIPVisionConfig()
+
+    >>> config = CLIPConfig.from_text_vision_configs(config_text, config_vision)
+    ```"""
+
+    model_type = "LanguageBindVideo"
+    is_composition = True
+
+    def __init__(
+        self, text_config=None, vision_config=None, projection_dim=512, logit_scale_init_value=2.6592, **kwargs
+    ):
+        # If `_config_dict` exist, we use them for the backward compatibility.
+        # We pop out these 2 attributes before calling `super().__init__` to avoid them being saved (which causes a lot
+        # of confusion!).
+        text_config_dict = kwargs.pop("text_config_dict", None)
+        vision_config_dict = kwargs.pop("vision_config_dict", None)
+
+        super().__init__(**kwargs)
+
+        # Instead of simply assigning `[text|vision]_config_dict` to `[text|vision]_config`, we use the values in
+        # `[text|vision]_config_dict` to update the values in `[text|vision]_config`. The values should be same in most
+        # cases, but we don't want to break anything regarding `_config_dict` that existed before commit `8827e1b2`.
+        if text_config_dict is not None:
+            if text_config is None:
+                text_config = {}
+
+            # This is the complete result when using `text_config_dict`.
+            _text_config_dict = CLIPTextConfig(**text_config_dict).to_dict()
+
+            # Give a warning if the values exist in both `_text_config_dict` and `text_config` but being different.
+            for key, value in _text_config_dict.items():
+                if key in text_config and value != text_config[key] and key not in ["transformers_version"]:
+                    # If specified in `text_config_dict`
+                    if key in text_config_dict:
+                        message = (
+                            f"`{key}` is found in both `text_config_dict` and `text_config` but with different values. "
+                            f'The value `text_config_dict["{key}"]` will be used instead.'
+                        )
+                    # If inferred from default argument values (just to be super careful)
+                    else:
+                        message = (
+                            f"`text_config_dict` is provided which will be used to initialize `CLIPTextConfig`. The "
+                            f'value `text_config["{key}"]` will be overriden.'
+                        )
+                    logger.warning(message)
+
+            # Update all values in `text_config` with the ones in `_text_config_dict`.
+            text_config.update(_text_config_dict)
+
+        if vision_config_dict is not None:
+            if vision_config is None:
+                vision_config = {}
+
+            # This is the complete result when using `vision_config_dict`.
+            _vision_config_dict = CLIPVisionConfig(**vision_config_dict).to_dict()
+            # convert keys to string instead of integer
+            if "id2label" in _vision_config_dict:
+                _vision_config_dict["id2label"] = {
+                    str(key): value for key, value in _vision_config_dict["id2label"].items()
+                }
+
+            # Give a warning if the values exist in both `_vision_config_dict` and `vision_config` but being different.
+            for key, value in _vision_config_dict.items():
+                if key in vision_config and value != vision_config[key] and key not in ["transformers_version"]:
+                    # If specified in `vision_config_dict`
+                    if key in vision_config_dict:
+                        message = (
+                            f"`{key}` is found in both `vision_config_dict` and `vision_config` but with different "
+                            f'values. The value `vision_config_dict["{key}"]` will be used instead.'
+                        )
+                    # If inferred from default argument values (just to be super careful)
+                    else:
+                        message = (
+                            f"`vision_config_dict` is provided which will be used to initialize `CLIPVisionConfig`. "
+                            f'The value `vision_config["{key}"]` will be overriden.'
+                        )
+                    logger.warning(message)
+
+            # Update all values in `vision_config` with the ones in `_vision_config_dict`.
+            vision_config.update(_vision_config_dict)
+
+        if text_config is None:
+            text_config = {}
+            logger.info("`text_config` is `None`. Initializing the `CLIPTextConfig` with default values.")
+
+        if vision_config is None:
+            vision_config = {}
+            logger.info("`vision_config` is `None`. initializing the `CLIPVisionConfig` with default values.")
+
+        self.text_config = CLIPTextConfig(**text_config)
+        self.vision_config = CLIPVisionConfig(**vision_config)
+
+        self.projection_dim = projection_dim
+        self.logit_scale_init_value = logit_scale_init_value
+        self.initializer_factor = 1.0
+
+    @classmethod
+    def from_text_vision_configs(cls, text_config: CLIPTextConfig, vision_config: CLIPVisionConfig, **kwargs):
+        r"""
+        Instantiate a [`CLIPConfig`] (or a derived class) from clip text model configuration and clip vision model
+        configuration.
+
+        Returns:
+            [`CLIPConfig`]: An instance of a configuration object
+        """
+
+        return cls(text_config=text_config.to_dict(), vision_config=vision_config.to_dict(), **kwargs)
+
+    def to_dict(self):
+        """
+        Serializes this instance to a Python dictionary. Override the default [`~PretrainedConfig.to_dict`].
+
+        Returns:
+            `Dict[str, any]`: Dictionary of all the attributes that make up this configuration instance,
+        """
+        output = copy.deepcopy(self.__dict__)
+        output["text_config"] = self.text_config.to_dict()
+        output["vision_config"] = self.vision_config.to_dict()
+        output["model_type"] = self.__class__.model_type
+        return output
+
+
+
+
+
+
+
+
+
+
diff --git a/llava/model/multimodal_encoder/languagebind/video/modeling_video.py b/llava/model/multimodal_encoder/languagebind/video/modeling_video.py
new file mode 100644
index 0000000000000000000000000000000000000000..cb5c6218ae0b3158a2ffa3c4daa70d06a93fadfa
--- /dev/null
+++ b/llava/model/multimodal_encoder/languagebind/video/modeling_video.py
@@ -0,0 +1,1033 @@
+import math
+from typing import Optional, Tuple, Union
+
+import torch
+from einops import rearrange
+from peft import LoraConfig, get_peft_model
+from torch import nn
+from torch.nn import functional as F
+from transformers import PreTrainedModel, add_start_docstrings
+from transformers.modeling_outputs import BaseModelOutput, BaseModelOutputWithPooling
+from transformers.models.clip.modeling_clip import CLIPMLP, CLIPAttention, CLIPTextEmbeddings, CLIPVisionEmbeddings, \
+    CLIPVisionModelWithProjection, CLIPTextModelWithProjection, _expand_mask, CLIPOutput, clip_loss
+from transformers.utils import add_start_docstrings_to_model_forward, replace_return_docstrings
+
+from .configuration_video import LanguageBindVideoConfig, CLIPVisionConfig, CLIPTextConfig
+
+
+
+class PatchDropout(nn.Module):
+    """
+    https://arxiv.org/abs/2212.00794
+    """
+
+    def __init__(self, prob, exclude_first_token=True):
+        super().__init__()
+        assert 0 <= prob < 1.
+        self.prob = prob
+        self.exclude_first_token = exclude_first_token  # exclude CLS token
+
+    def forward(self, x, B, T):
+        if not self.training or self.prob == 0.:
+            return x
+
+        if self.exclude_first_token:
+            cls_tokens, x = x[:, :1], x[:, 1:]
+        else:
+            cls_tokens = torch.jit.annotate(torch.Tensor, x[:, :1])
+
+        batch = x.size()[0]
+        num_tokens = x.size()[1]
+
+        batch_indices = torch.arange(batch)
+        batch_indices = batch_indices[..., None]
+
+        keep_prob = 1 - self.prob
+        num_patches_keep = max(1, int(num_tokens * keep_prob))
+
+        if T == 1:
+            rand = torch.randn(batch, num_tokens)
+            patch_indices_keep = rand.topk(num_patches_keep, dim=-1).indices
+        else:
+            rand = torch.randn(B, num_tokens)
+            patch_indices_keep = rand.topk(num_patches_keep, dim=-1).indices
+            patch_indices_keep = patch_indices_keep.unsqueeze(1).repeat(1, T, 1)
+            patch_indices_keep = rearrange(patch_indices_keep, 'b t n -> (b t) n')
+
+
+        x = x[batch_indices, patch_indices_keep]
+
+        if self.exclude_first_token:
+            x = torch.cat((cls_tokens, x), dim=1)
+
+        return x
+
+class CLIPEncoderLayer(nn.Module):
+    def __init__(self, config: LanguageBindVideoConfig):
+        super().__init__()
+        self.embed_dim = config.hidden_size
+        self.self_attn = CLIPAttention(config)
+        self.layer_norm1 = nn.LayerNorm(self.embed_dim, eps=config.layer_norm_eps)
+        self.mlp = CLIPMLP(config)
+        self.layer_norm2 = nn.LayerNorm(self.embed_dim, eps=config.layer_norm_eps)
+
+        self.add_time_attn = config.add_time_attn
+        if self.add_time_attn:
+            self.t = config.num_frames
+            self.temporal_embedding = nn.Parameter(torch.zeros(1, config.num_frames, config.hidden_size))
+            nn.init.normal_(self.temporal_embedding, std=config.hidden_size ** -0.5)
+
+            self.embed_dim = config.hidden_size
+            self.temporal_attn = CLIPAttention(config)
+            self.temporal_layer_norm1 = nn.LayerNorm(self.embed_dim, eps=config.layer_norm_eps)
+            # self.temporal_mlp = CLIPMLP(config)
+            # self.temporal_layer_norm2 = nn.LayerNorm(self.embed_dim, eps=config.layer_norm_eps)
+
+    def forward(
+        self,
+        hidden_states: torch.Tensor,
+        attention_mask: torch.Tensor,
+        causal_attention_mask: torch.Tensor,
+        output_attentions: Optional[bool] = False,
+    ) -> Tuple[torch.FloatTensor]:
+        """
+        Args:
+            hidden_states (`torch.FloatTensor`): input to the layer of shape `(batch, seq_len, embed_dim)`
+            attention_mask (`torch.FloatTensor`): attention mask of size
+                `(batch, 1, tgt_len, src_len)` where padding elements are indicated by very large negative values.
+                `(config.encoder_attention_heads,)`.
+            output_attentions (`bool`, *optional*):
+                Whether or not to return the attentions tensors of all attention layers. See `attentions` under
+                returned tensors for more detail.
+        """
+
+
+        if self.add_time_attn:
+            bt, n, d = hidden_states.shape
+            t = self.t
+
+            # time embed
+            if t != 1:
+                n = hidden_states.shape[1]
+                hidden_states = rearrange(hidden_states, '(b t) n d -> (b n) t d', t=t)
+                hidden_states = hidden_states + self.temporal_embedding[:, :t, :]
+                hidden_states = rearrange(hidden_states, '(b n) t d -> (b t) n d', n=n)
+
+            # time attn
+            residual = hidden_states
+            hidden_states = rearrange(hidden_states, '(b t) n d -> (b n) t d', t=t)
+            # hidden_states = self.layer_norm1(hidden_states)  # share layernorm
+            hidden_states = self.temporal_layer_norm1(hidden_states)
+            hidden_states, attn_weights = self.temporal_attn(
+                hidden_states=hidden_states,
+                attention_mask=attention_mask,
+                causal_attention_mask=causal_attention_mask,
+                output_attentions=output_attentions,
+            )
+            hidden_states = residual + rearrange(hidden_states, '(b n) t d -> (b t) n d', n=n)
+
+            # residual = hidden_states
+            # hidden_states = rearrange(hidden_states, '(b t) n d -> (b n) t d', t=t)
+            # # hidden_states = self.layer_norm2(hidden_states)  # share layernorm
+            # hidden_states = self.temporal_layer_norm2(hidden_states)
+            # hidden_states = self.temporal_mlp(hidden_states)
+            # hidden_states = residual + rearrange(hidden_states, '(b n) t d -> (b t) n d', n=n)
+
+        # spatial attn
+        residual = hidden_states
+
+        hidden_states = self.layer_norm1(hidden_states)
+        hidden_states, attn_weights = self.self_attn(
+            hidden_states=hidden_states,
+            attention_mask=attention_mask,
+            causal_attention_mask=causal_attention_mask,
+            output_attentions=output_attentions,
+        )
+        hidden_states = residual + hidden_states
+
+        residual = hidden_states
+        hidden_states = self.layer_norm2(hidden_states)
+        hidden_states = self.mlp(hidden_states)
+        hidden_states = residual + hidden_states
+
+        outputs = (hidden_states,)
+
+        if output_attentions:
+            outputs += (attn_weights,)
+
+        return outputs
+
+
+
+
+
+
+
+
+
+class CLIPPreTrainedModel(PreTrainedModel):
+    """
+    An abstract class to handle weights initialization and a simple interface for downloading and loading pretrained
+    models.
+    """
+
+    config_class = LanguageBindVideoConfig
+    base_model_prefix = "clip"
+    supports_gradient_checkpointing = True
+    _keys_to_ignore_on_load_missing = [r"position_ids"]
+
+    def _init_weights(self, module):
+        """Initialize the weights"""
+        factor = self.config.initializer_factor
+        if isinstance(module, CLIPTextEmbeddings):
+            module.token_embedding.weight.data.normal_(mean=0.0, std=factor * 0.02)
+            module.position_embedding.weight.data.normal_(mean=0.0, std=factor * 0.02)
+        elif isinstance(module, CLIPVisionEmbeddings):
+            factor = self.config.initializer_factor
+            nn.init.normal_(module.class_embedding, mean=0.0, std=module.embed_dim**-0.5 * factor)
+            nn.init.normal_(module.patch_embedding.weight, std=module.config.initializer_range * factor)
+            nn.init.normal_(module.position_embedding.weight, std=module.config.initializer_range * factor)
+        elif isinstance(module, CLIPAttention):
+            factor = self.config.initializer_factor
+            in_proj_std = (module.embed_dim**-0.5) * ((2 * module.config.num_hidden_layers) ** -0.5) * factor
+            out_proj_std = (module.embed_dim**-0.5) * factor
+            nn.init.normal_(module.q_proj.weight, std=in_proj_std)
+            nn.init.normal_(module.k_proj.weight, std=in_proj_std)
+            nn.init.normal_(module.v_proj.weight, std=in_proj_std)
+            nn.init.normal_(module.out_proj.weight, std=out_proj_std)
+        elif isinstance(module, CLIPMLP):
+            factor = self.config.initializer_factor
+            in_proj_std = (
+                (module.config.hidden_size**-0.5) * ((2 * module.config.num_hidden_layers) ** -0.5) * factor
+            )
+            fc_std = (2 * module.config.hidden_size) ** -0.5 * factor
+            nn.init.normal_(module.fc1.weight, std=fc_std)
+            nn.init.normal_(module.fc2.weight, std=in_proj_std)
+        elif isinstance(module, LanguageBindVideo):
+            nn.init.normal_(
+                module.text_projection.weight,
+                std=module.text_embed_dim**-0.5 * self.config.initializer_factor,
+            )
+            nn.init.normal_(
+                module.visual_projection.weight,
+                std=module.vision_embed_dim**-0.5 * self.config.initializer_factor,
+            )
+        elif isinstance(module, CLIPVisionModelWithProjection):
+            nn.init.normal_(
+                module.visual_projection.weight,
+                std=self.config.hidden_size**-0.5 * self.config.initializer_factor,
+            )
+        elif isinstance(module, CLIPTextModelWithProjection):
+            nn.init.normal_(
+                module.text_projection.weight,
+                std=self.config.hidden_size**-0.5 * self.config.initializer_factor,
+            )
+
+        if isinstance(module, nn.LayerNorm):
+            module.bias.data.zero_()
+            module.weight.data.fill_(1.0)
+        if isinstance(module, nn.Linear) and module.bias is not None:
+            module.bias.data.zero_()
+
+    def _set_gradient_checkpointing(self, module, value=False):
+        if isinstance(module, CLIPEncoder):
+            module.gradient_checkpointing = value
+
+
+CLIP_START_DOCSTRING = r"""
+    This model inherits from [`PreTrainedModel`]. Check the superclass documentation for the generic methods the
+    library implements for all its model (such as downloading or saving, resizing the input embeddings, pruning heads
+    etc.)
+
+    This model is also a PyTorch [torch.nn.Module](https://pytorch.org/docs/stable/nn.html#torch.nn.Module) subclass.
+    Use it as a regular PyTorch Module and refer to the PyTorch documentation for all matter related to general usage
+    and behavior.
+
+    Parameters:
+        config ([`CLIPConfig`]): Model configuration class with all the parameters of the model.
+            Initializing with a config file does not load the weights associated with the model, only the
+            configuration. Check out the [`~PreTrainedModel.from_pretrained`] method to load the model weights.
+"""
+
+CLIP_TEXT_INPUTS_DOCSTRING = r"""
+    Args:
+        input_ids (`torch.LongTensor` of shape `(batch_size, sequence_length)`):
+            Indices of input sequence tokens in the vocabulary. Padding will be ignored by default should you provide
+            it.
+
+            Indices can be obtained using [`AutoTokenizer`]. See [`PreTrainedTokenizer.encode`] and
+            [`PreTrainedTokenizer.__call__`] for details.
+
+            [What are input IDs?](../glossary#input-ids)
+        attention_mask (`torch.Tensor` of shape `(batch_size, sequence_length)`, *optional*):
+            Mask to avoid performing attention on padding token indices. Mask values selected in `[0, 1]`:
+
+            - 1 for tokens that are **not masked**,
+            - 0 for tokens that are **masked**.
+
+            [What are attention masks?](../glossary#attention-mask)
+        position_ids (`torch.LongTensor` of shape `(batch_size, sequence_length)`, *optional*):
+            Indices of positions of each input sequence tokens in the position embeddings. Selected in the range `[0,
+            config.max_position_embeddings - 1]`.
+
+            [What are position IDs?](../glossary#position-ids)
+        output_attentions (`bool`, *optional*):
+            Whether or not to return the attentions tensors of all attention layers. See `attentions` under returned
+            tensors for more detail.
+        output_hidden_states (`bool`, *optional*):
+            Whether or not to return the hidden states of all layers. See `hidden_states` under returned tensors for
+            more detail.
+        return_dict (`bool`, *optional*):
+            Whether or not to return a [`~utils.ModelOutput`] instead of a plain tuple.
+"""
+
+CLIP_VISION_INPUTS_DOCSTRING = r"""
+    Args:
+        pixel_values (`torch.FloatTensor` of shape `(batch_size, num_channels, height, width)`):
+            Pixel values. Padding will be ignored by default should you provide it. Pixel values can be obtained using
+            [`AutoImageProcessor`]. See [`CLIPImageProcessor.__call__`] for details.
+        output_attentions (`bool`, *optional*):
+            Whether or not to return the attentions tensors of all attention layers. See `attentions` under returned
+            tensors for more detail.
+        output_hidden_states (`bool`, *optional*):
+            Whether or not to return the hidden states of all layers. See `hidden_states` under returned tensors for
+            more detail.
+        return_dict (`bool`, *optional*):
+            Whether or not to return a [`~utils.ModelOutput`] instead of a plain tuple.
+"""
+
+CLIP_INPUTS_DOCSTRING = r"""
+    Args:
+        input_ids (`torch.LongTensor` of shape `(batch_size, sequence_length)`):
+            Indices of input sequence tokens in the vocabulary. Padding will be ignored by default should you provide
+            it.
+
+            Indices can be obtained using [`AutoTokenizer`]. See [`PreTrainedTokenizer.encode`] and
+            [`PreTrainedTokenizer.__call__`] for details.
+
+            [What are input IDs?](../glossary#input-ids)
+        attention_mask (`torch.Tensor` of shape `(batch_size, sequence_length)`, *optional*):
+            Mask to avoid performing attention on padding token indices. Mask values selected in `[0, 1]`:
+
+            - 1 for tokens that are **not masked**,
+            - 0 for tokens that are **masked**.
+
+            [What are attention masks?](../glossary#attention-mask)
+        position_ids (`torch.LongTensor` of shape `(batch_size, sequence_length)`, *optional*):
+            Indices of positions of each input sequence tokens in the position embeddings. Selected in the range `[0,
+            config.max_position_embeddings - 1]`.
+
+            [What are position IDs?](../glossary#position-ids)
+        pixel_values (`torch.FloatTensor` of shape `(batch_size, num_channels, height, width)`):
+            Pixel values. Padding will be ignored by default should you provide it. Pixel values can be obtained using
+            [`AutoImageProcessor`]. See [`CLIPImageProcessor.__call__`] for details.
+        return_loss (`bool`, *optional*):
+            Whether or not to return the contrastive loss.
+        output_attentions (`bool`, *optional*):
+            Whether or not to return the attentions tensors of all attention layers. See `attentions` under returned
+            tensors for more detail.
+        output_hidden_states (`bool`, *optional*):
+            Whether or not to return the hidden states of all layers. See `hidden_states` under returned tensors for
+            more detail.
+        return_dict (`bool`, *optional*):
+            Whether or not to return a [`~utils.ModelOutput`] instead of a plain tuple.
+"""
+
+
+class CLIPEncoder(nn.Module):
+    """
+    Transformer encoder consisting of `config.num_hidden_layers` self attention layers. Each layer is a
+    [`CLIPEncoderLayer`].
+
+    Args:
+        config: CLIPConfig
+    """
+
+    def __init__(self, config: LanguageBindVideoConfig):
+        super().__init__()
+        self.config = config
+        self.layers = nn.ModuleList([CLIPEncoderLayer(config) for _ in range(config.num_hidden_layers)])
+        self.gradient_checkpointing = False
+
+    def forward(
+        self,
+        inputs_embeds,
+        attention_mask: Optional[torch.Tensor] = None,
+        causal_attention_mask: Optional[torch.Tensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutput]:
+        r"""
+        Args:
+            inputs_embeds (`torch.FloatTensor` of shape `(batch_size, sequence_length, hidden_size)`):
+                Optionally, instead of passing `input_ids` you can choose to directly pass an embedded representation.
+                This is useful if you want more control over how to convert `input_ids` indices into associated vectors
+                than the model's internal embedding lookup matrix.
+            attention_mask (`torch.Tensor` of shape `(batch_size, sequence_length)`, *optional*):
+                Mask to avoid performing attention on padding token indices. Mask values selected in `[0, 1]`:
+
+                - 1 for tokens that are **not masked**,
+                - 0 for tokens that are **masked**.
+
+                [What are attention masks?](../glossary#attention-mask)
+            causal_attention_mask (`torch.Tensor` of shape `(batch_size, sequence_length)`, *optional*):
+                Causal mask for the text model. Mask values selected in `[0, 1]`:
+
+                - 1 for tokens that are **not masked**,
+                - 0 for tokens that are **masked**.
+
+                [What are attention masks?](../glossary#attention-mask)
+            output_attentions (`bool`, *optional*):
+                Whether or not to return the attentions tensors of all attention layers. See `attentions` under
+                returned tensors for more detail.
+            output_hidden_states (`bool`, *optional*):
+                Whether or not to return the hidden states of all layers. See `hidden_states` under returned tensors
+                for more detail.
+            return_dict (`bool`, *optional*):
+                Whether or not to return a [`~utils.ModelOutput`] instead of a plain tuple.
+        """
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        encoder_states = () if output_hidden_states else None
+        all_attentions = () if output_attentions else None
+
+        hidden_states = inputs_embeds
+        for idx, encoder_layer in enumerate(self.layers):
+            if output_hidden_states:
+                encoder_states = encoder_states + (hidden_states,)
+            if self.gradient_checkpointing and self.training:
+
+                def create_custom_forward(module):
+                    def custom_forward(*inputs):
+                        return module(*inputs, output_attentions)
+
+                    return custom_forward
+
+                layer_outputs = torch.utils.checkpoint.checkpoint(
+                    create_custom_forward(encoder_layer),
+                    hidden_states,
+                    attention_mask,
+                    causal_attention_mask,
+                )
+            else:
+                layer_outputs = encoder_layer(
+                    hidden_states,
+                    attention_mask,
+                    causal_attention_mask,
+                    output_attentions=output_attentions,
+                )
+
+            hidden_states = layer_outputs[0]
+
+            if output_attentions:
+                all_attentions = all_attentions + (layer_outputs[1],)
+
+        if output_hidden_states:
+            encoder_states = encoder_states + (hidden_states,)
+
+        if not return_dict:
+            return tuple(v for v in [hidden_states, encoder_states, all_attentions] if v is not None)
+        return BaseModelOutput(
+            last_hidden_state=hidden_states, hidden_states=encoder_states, attentions=all_attentions
+        )
+
+
+# Copied from transformers.models.bart.modeling_bart._make_causal_mask
+def _make_causal_mask(
+    input_ids_shape: torch.Size, dtype: torch.dtype, device: torch.device, past_key_values_length: int = 0
+):
+    """
+    Make causal mask used for bi-directional self-attention.
+    """
+    bsz, tgt_len = input_ids_shape
+    mask = torch.full((tgt_len, tgt_len), torch.finfo(dtype).min, device=device)
+    mask_cond = torch.arange(mask.size(-1), device=device)
+    mask.masked_fill_(mask_cond < (mask_cond + 1).view(mask.size(-1), 1), 0)
+    mask = mask.to(dtype)
+
+    if past_key_values_length > 0:
+        mask = torch.cat([torch.zeros(tgt_len, past_key_values_length, dtype=dtype, device=device), mask], dim=-1)
+    return mask[None, None, :, :].expand(bsz, 1, tgt_len, tgt_len + past_key_values_length)
+
+
+class CLIPTextTransformer(nn.Module):
+    def __init__(self, config: CLIPTextConfig):
+        super().__init__()
+        self.config = config
+        embed_dim = config.hidden_size
+        self.embeddings = CLIPTextEmbeddings(config)
+        self.encoder = CLIPEncoder(config)
+        self.final_layer_norm = nn.LayerNorm(embed_dim, eps=config.layer_norm_eps)
+
+    @add_start_docstrings_to_model_forward(CLIP_TEXT_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=BaseModelOutputWithPooling, config_class=CLIPTextConfig)
+    def forward(
+        self,
+        input_ids: Optional[torch.Tensor] = None,
+        attention_mask: Optional[torch.Tensor] = None,
+        position_ids: Optional[torch.Tensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutputWithPooling]:
+        r"""
+        Returns:
+
+        """
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        if input_ids is None:
+            raise ValueError("You have to specify input_ids")
+
+        input_shape = input_ids.size()
+        input_ids = input_ids.view(-1, input_shape[-1])
+
+        hidden_states = self.embeddings(input_ids=input_ids, position_ids=position_ids)
+
+        # CLIP's text model uses causal mask, prepare it here.
+        # https://github.com/openai/CLIP/blob/cfcffb90e69f37bf2ff1e988237a0fbe41f33c04/clip/model.py#L324
+        causal_attention_mask = _make_causal_mask(input_shape, hidden_states.dtype, device=hidden_states.device)
+        # expand attention_mask
+        if attention_mask is not None:
+            # [bsz, seq_len] -> [bsz, 1, tgt_seq_len, src_seq_len]
+            attention_mask = _expand_mask(attention_mask, hidden_states.dtype)
+
+        encoder_outputs = self.encoder(
+            inputs_embeds=hidden_states,
+            attention_mask=attention_mask,
+            causal_attention_mask=causal_attention_mask,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        last_hidden_state = encoder_outputs[0]
+        last_hidden_state = self.final_layer_norm(last_hidden_state)
+
+        # text_embeds.shape = [batch_size, sequence_length, transformer.width]
+        # take features from the eot embedding (eot_token is the highest number in each sequence)
+        # casting to torch.int for onnx compatibility: argmax doesn't support int64 inputs with opset 14
+        pooled_output = last_hidden_state[
+            torch.arange(last_hidden_state.shape[0], device=last_hidden_state.device),
+            input_ids.to(dtype=torch.int, device=last_hidden_state.device).argmax(dim=-1),
+        ]
+
+        if not return_dict:
+            return (last_hidden_state, pooled_output) + encoder_outputs[1:]
+
+        return BaseModelOutputWithPooling(
+            last_hidden_state=last_hidden_state,
+            pooler_output=pooled_output,
+            hidden_states=encoder_outputs.hidden_states,
+            attentions=encoder_outputs.attentions,
+        )
+
+
+@add_start_docstrings(
+    """The text model from CLIP without any head or projection on top.""",
+    CLIP_START_DOCSTRING,
+)
+class CLIPTextModel(CLIPPreTrainedModel):
+    config_class = CLIPTextConfig
+
+    _no_split_modules = ["CLIPEncoderLayer"]
+
+    def __init__(self, config: CLIPTextConfig):
+        super().__init__(config)
+        self.text_model = CLIPTextTransformer(config)
+        # Initialize weights and apply final processing
+        self.post_init()
+
+    def get_input_embeddings(self) -> nn.Module:
+        return self.text_model.embeddings.token_embedding
+
+    def set_input_embeddings(self, value):
+        self.text_model.embeddings.token_embedding = value
+
+    @add_start_docstrings_to_model_forward(CLIP_TEXT_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=BaseModelOutputWithPooling, config_class=CLIPTextConfig)
+    def forward(
+        self,
+        input_ids: Optional[torch.Tensor] = None,
+        attention_mask: Optional[torch.Tensor] = None,
+        position_ids: Optional[torch.Tensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutputWithPooling]:
+        r"""
+        Returns:
+
+        Examples:
+
+        ```python
+        >>> from transformers import AutoTokenizer, CLIPTextModel
+
+        >>> model = CLIPTextModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> tokenizer = AutoTokenizer.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> inputs = tokenizer(["a photo of a cat", "a photo of a dog"], padding=True, return_tensors="pt")
+
+        >>> outputs = model(**inputs)
+        >>> last_hidden_state = outputs.last_hidden_state
+        >>> pooled_output = outputs.pooler_output  # pooled (EOS token) states
+        ```"""
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        return self.text_model(
+            input_ids=input_ids,
+            attention_mask=attention_mask,
+            position_ids=position_ids,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+
+class CLIPVisionTransformer(nn.Module):
+    def __init__(self, config: CLIPVisionConfig):
+        super().__init__()
+        self.config = config
+        embed_dim = config.hidden_size
+
+        self.embeddings = CLIPVisionEmbeddings(config)
+        self.patch_dropout = PatchDropout(config.force_patch_dropout)
+        self.pre_layrnorm = nn.LayerNorm(embed_dim, eps=config.layer_norm_eps)
+        self.encoder = CLIPEncoder(config)
+        self.post_layernorm = nn.LayerNorm(embed_dim, eps=config.layer_norm_eps)
+
+    @add_start_docstrings_to_model_forward(CLIP_VISION_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=BaseModelOutputWithPooling, config_class=CLIPVisionConfig)
+    def forward(
+        self,
+        pixel_values: Optional[torch.FloatTensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutputWithPooling]:
+        r"""
+        Returns:
+
+        """
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+        # print('input video raw shape', pixel_values.shape)
+
+        if pixel_values is None:
+            raise ValueError("You have to specify pixel_values")
+        ######################################
+        if len(pixel_values.shape) == 7:
+            b_new, pair_new, T, bs_new, channel_new, h_new, w_new = pixel_values.shape
+            # print(pixel_values.shape)
+            B = b_new * pair_new * bs_new
+            pixel_values = pixel_values.reshape(B*T, channel_new, h_new, w_new)
+
+        elif len(pixel_values.shape) == 5:
+            B, _, T, _, _ = pixel_values.shape
+            # print(pixel_values.shape)
+            pixel_values = rearrange(pixel_values, 'b c t h w -> (b t) c h w')
+        else:
+            # print(pixel_values.shape)
+            B, _, _, _ = pixel_values.shape
+            T = 1
+        ###########################
+        hidden_states = self.embeddings(pixel_values)
+        # print(B, T)
+        hidden_states = self.patch_dropout(hidden_states, B, T)  ##############################################
+
+        hidden_states = self.pre_layrnorm(hidden_states)
+
+        encoder_outputs = self.encoder(
+            inputs_embeds=hidden_states,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        last_hidden_state = encoder_outputs[0]
+        # print('video encoder last_hidden_state', last_hidden_state.shape)
+        pooled_output = last_hidden_state[:, 0, :]
+        pooled_output = self.post_layernorm(pooled_output)
+
+        pooled_output = pooled_output.reshape(B, T, -1).mean(1) ################################
+        #################################
+        encoder_outputs.hidden_states = [rearrange(i, '(b t) n c -> b t n c', b=B) for i in encoder_outputs.hidden_states]
+        if not return_dict:
+            return (last_hidden_state, pooled_output) + encoder_outputs[1:]
+
+        return BaseModelOutputWithPooling(
+            last_hidden_state=last_hidden_state,
+            pooler_output=pooled_output,
+            hidden_states=encoder_outputs.hidden_states,
+            attentions=encoder_outputs.attentions,
+        )
+
+
+@add_start_docstrings(
+    """The vision model from CLIP without any head or projection on top.""",
+    CLIP_START_DOCSTRING,
+)
+class CLIPVisionModel(CLIPPreTrainedModel):
+    config_class = CLIPVisionConfig
+    main_input_name = "pixel_values"
+
+    def __init__(self, config: CLIPVisionConfig):
+        super().__init__(config)
+        self.vision_model = CLIPVisionTransformer(config)
+        # Initialize weights and apply final processing
+        self.post_init()
+
+    def get_input_embeddings(self) -> nn.Module:
+        return self.vision_model.embeddings.patch_embedding
+
+    @add_start_docstrings_to_model_forward(CLIP_VISION_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=BaseModelOutputWithPooling, config_class=CLIPVisionConfig)
+    def forward(
+        self,
+        pixel_values: Optional[torch.FloatTensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, BaseModelOutputWithPooling]:
+        r"""
+        Returns:
+
+        Examples:
+
+        ```python
+        >>> from PIL import Image
+        >>> import requests
+        >>> from transformers import AutoProcessor, CLIPVisionModel
+
+        >>> model = CLIPVisionModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> processor = AutoProcessor.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> url = "http://images.cocodataset.org/val2017/000000039769.jpg"
+        >>> image = Image.open(requests.get(url, stream=True).raw)
+
+        >>> inputs = processor(images=image, return_tensors="pt")
+
+        >>> outputs = model(**inputs)
+        >>> last_hidden_state = outputs.last_hidden_state
+        >>> pooled_output = outputs.pooler_output  # pooled CLS states
+        ```"""
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        return self.vision_model(
+            pixel_values=pixel_values,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+
+@add_start_docstrings(CLIP_START_DOCSTRING)
+class LanguageBindVideo(CLIPPreTrainedModel):
+    config_class = LanguageBindVideoConfig
+
+    def __init__(self, config: LanguageBindVideoConfig):
+        super().__init__(config)
+
+        if not isinstance(config.text_config, CLIPTextConfig):
+            raise ValueError(
+                "config.text_config is expected to be of type CLIPTextConfig but is of type"
+                f" {type(config.text_config)}."
+            )
+
+        if not isinstance(config.vision_config, CLIPVisionConfig):
+            raise ValueError(
+                "config.vision_config is expected to be of type CLIPVisionConfig but is of type"
+                f" {type(config.vision_config)}."
+            )
+
+        text_config = config.text_config
+        vision_config = config.vision_config
+        self.add_time_attn = vision_config.add_time_attn
+        self.lora_r = vision_config.lora_r
+        self.lora_alpha = vision_config.lora_alpha
+        self.lora_dropout = vision_config.lora_dropout
+
+        self.projection_dim = config.projection_dim
+        self.text_embed_dim = text_config.hidden_size
+        self.vision_embed_dim = vision_config.hidden_size
+
+        self.text_model = CLIPTextTransformer(text_config)
+        self.vision_model = CLIPVisionTransformer(vision_config)
+
+        self.visual_projection = nn.Linear(self.vision_embed_dim, self.projection_dim, bias=False)
+        self.text_projection = nn.Linear(self.text_embed_dim, self.projection_dim, bias=False)
+        self.logit_scale = nn.Parameter(torch.tensor(self.config.logit_scale_init_value))
+
+        # Initialize weights and apply final processing
+        self.post_init()
+        # self.convert_to_lora()  ############################################
+        # self.resize_pos(self.vision_model.embeddings, vision_config)
+
+    def convert_to_lora(self):
+        if self.lora_r == 0:
+            return
+        if self.add_time_attn:
+            target_modules = ["temporal_attn.k_proj", "temporal_attn.v_proj",
+                              "temporal_attn.q_proj", "temporal_attn.out_proj",
+                              "temporal_mlp.fc1", "temporal_mlp.fc2"]
+        else:
+            target_modules = ["k_proj", "v_proj", "q_proj", "out_proj"]
+        config = LoraConfig(
+            r=self.lora_r,  # 16
+            lora_alpha=self.lora_alpha,  # 16
+            target_modules=target_modules,  # self_attn.out_proj
+            lora_dropout=self.lora_dropout,  # 0.1
+            bias="none",
+            modules_to_save=[],
+        )
+        self.vision_model.encoder.is_gradient_checkpointing = False
+        self.vision_model.encoder = get_peft_model(self.vision_model.encoder, config)
+
+    def resize_pos(self, m, vision_config):
+        # convert embedding
+        if vision_config.num_mel_bins!=0 and vision_config.target_length!=0:
+            m.image_size = [vision_config.num_mel_bins, vision_config.target_length]
+        m.config.image_size = [m.image_size, m.image_size] if isinstance(m.image_size, int) else m.image_size
+        # pos resize
+        old_pos_embed_state_dict = m.position_embedding.state_dict()
+        old_pos_embed = old_pos_embed_state_dict['weight']
+        dtype = old_pos_embed.dtype
+        grid_size = [m.config.image_size[0] // m.patch_size, m.config.image_size[1] // m.patch_size]
+        extra_tokens = 1  # FIXME detect different token configs (ie no class token, or more)
+        new_seq_len = grid_size[0] * grid_size[1] + extra_tokens
+        if new_seq_len == old_pos_embed.shape[0]:
+            # m.to(args.device)
+            return
+
+        m.num_patches = grid_size[0] * grid_size[1]
+        m.num_positions = m.num_patches + 1
+        m.register_buffer("position_ids", torch.arange(m.num_positions).expand((1, -1)))
+        new_position_embedding = nn.Embedding(m.num_positions, m.embed_dim)
+
+        if extra_tokens:
+            pos_emb_tok, pos_emb_img = old_pos_embed[:extra_tokens], old_pos_embed[extra_tokens:]
+        else:
+            pos_emb_tok, pos_emb_img = None, old_pos_embed
+        old_grid_size = [int(math.sqrt(len(pos_emb_img)))] * 2
+
+        # if is_master(args):
+        #     logging.info('Resizing position embedding grid-size from %s to %s', old_grid_size, grid_size)
+        pos_emb_img = pos_emb_img.reshape(1, old_grid_size[0], old_grid_size[1], -1).permute(0, 3, 1, 2)
+        pos_emb_img = F.interpolate(
+            pos_emb_img,
+            size=grid_size,
+            mode='bicubic',
+            antialias=True,
+            align_corners=False,
+        )
+        pos_emb_img = pos_emb_img.permute(0, 2, 3, 1).reshape(1, grid_size[0] * grid_size[1], -1)[0]
+        if pos_emb_tok is not None:
+            new_pos_embed = torch.cat([pos_emb_tok, pos_emb_img], dim=0)
+        else:
+            new_pos_embed = pos_emb_img
+        old_pos_embed_state_dict['weight'] = new_pos_embed.to(dtype)
+        m.position_embedding = new_position_embedding
+        m.position_embedding.load_state_dict(old_pos_embed_state_dict)
+
+        # m.to(args.device)
+
+    @add_start_docstrings_to_model_forward(CLIP_TEXT_INPUTS_DOCSTRING)
+    def get_text_features(
+        self,
+        input_ids: Optional[torch.Tensor] = None,
+        attention_mask: Optional[torch.Tensor] = None,
+        position_ids: Optional[torch.Tensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> torch.FloatTensor:
+        r"""
+        Returns:
+            text_features (`torch.FloatTensor` of shape `(batch_size, output_dim`): The text embeddings obtained by
+            applying the projection layer to the pooled output of [`CLIPTextModel`].
+
+        Examples:
+
+        ```python
+        >>> from transformers import AutoTokenizer, CLIPModel
+
+        >>> model = CLIPModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> tokenizer = AutoTokenizer.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> inputs = tokenizer(["a photo of a cat", "a photo of a dog"], padding=True, return_tensors="pt")
+        >>> text_features = model.get_text_features(**inputs)
+        ```"""
+        # Use CLIP model's config for some fields (if specified) instead of those of vision & text components.
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        text_outputs = self.text_model(
+            input_ids=input_ids,
+            attention_mask=attention_mask,
+            position_ids=position_ids,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        pooled_output = text_outputs[1]
+        text_features = self.text_projection(pooled_output)
+
+        return text_features
+
+    @add_start_docstrings_to_model_forward(CLIP_VISION_INPUTS_DOCSTRING)
+    def get_image_features(
+        self,
+        pixel_values: Optional[torch.FloatTensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> torch.FloatTensor:
+        r"""
+        Returns:
+            image_features (`torch.FloatTensor` of shape `(batch_size, output_dim`): The image embeddings obtained by
+            applying the projection layer to the pooled output of [`CLIPVisionModel`].
+
+        Examples:
+
+        ```python
+        >>> from PIL import Image
+        >>> import requests
+        >>> from transformers import AutoProcessor, CLIPModel
+
+        >>> model = CLIPModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> processor = AutoProcessor.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> url = "http://images.cocodataset.org/val2017/000000039769.jpg"
+        >>> image = Image.open(requests.get(url, stream=True).raw)
+
+        >>> inputs = processor(images=image, return_tensors="pt")
+
+        >>> image_features = model.get_image_features(**inputs)
+        ```"""
+        # Use CLIP model's config for some fields (if specified) instead of those of vision & text components.
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        vision_outputs = self.vision_model(
+            pixel_values=pixel_values,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        pooled_output = vision_outputs[1]  # pooled_output
+        image_features = self.visual_projection(pooled_output)
+
+        return image_features
+
+    @add_start_docstrings_to_model_forward(CLIP_INPUTS_DOCSTRING)
+    @replace_return_docstrings(output_type=CLIPOutput, config_class=LanguageBindVideoConfig)
+    def forward(
+        self,
+        input_ids: Optional[torch.LongTensor] = None,
+        pixel_values: Optional[torch.FloatTensor] = None,
+        attention_mask: Optional[torch.Tensor] = None,
+        position_ids: Optional[torch.LongTensor] = None,
+        return_loss: Optional[bool] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ) -> Union[Tuple, CLIPOutput]:
+        r"""
+        Returns:
+
+        Examples:
+
+        ```python
+        >>> from PIL import Image
+        >>> import requests
+        >>> from transformers import AutoProcessor, CLIPModel
+
+        >>> model = CLIPModel.from_pretrained("openai/clip-vit-base-patch32")
+        >>> processor = AutoProcessor.from_pretrained("openai/clip-vit-base-patch32")
+
+        >>> url = "http://images.cocodataset.org/val2017/000000039769.jpg"
+        >>> image = Image.open(requests.get(url, stream=True).raw)
+
+        >>> inputs = processor(
+        ...     text=["a photo of a cat", "a photo of a dog"], images=image, return_tensors="pt", padding=True
+        ... )
+
+        >>> outputs = model(**inputs)
+        >>> logits_per_image = outputs.logits_per_image  # this is the image-text similarity score
+        >>> probs = logits_per_image.softmax(dim=1)  # we can take the softmax to get the label probabilities
+        ```"""
+        # Use CLIP model's config for some fields (if specified) instead of those of vision & text components.
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        vision_outputs = self.vision_model(
+            pixel_values=pixel_values,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        text_outputs = self.text_model(
+            input_ids=input_ids,
+            attention_mask=attention_mask,
+            position_ids=position_ids,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        )
+
+        image_embeds = vision_outputs[1]
+        image_embeds = self.visual_projection(image_embeds)
+
+        text_embeds = text_outputs[1]
+        text_embeds = self.text_projection(text_embeds)
+
+        # normalized features
+        image_embeds = image_embeds / image_embeds.norm(p=2, dim=-1, keepdim=True)
+        text_embeds = text_embeds / text_embeds.norm(p=2, dim=-1, keepdim=True)
+
+        # cosine similarity as logits
+        logit_scale = self.logit_scale.exp()
+        logits_per_text = torch.matmul(text_embeds, image_embeds.t()) * logit_scale
+        logits_per_image = logits_per_text.t()
+
+        loss = None
+        if return_loss:
+            loss = clip_loss(logits_per_text)
+
+        if not return_dict:
+            output = (logits_per_image, logits_per_text, text_embeds, image_embeds, text_outputs, vision_outputs)
+            return ((loss,) + output) if loss is not None else output
+
+        return CLIPOutput(
+            loss=loss,
+            logits_per_image=logits_per_image,
+            logits_per_text=logits_per_text,
+            text_embeds=text_embeds,
+            image_embeds=image_embeds,
+            text_model_output=text_outputs,
+            vision_model_output=vision_outputs,
+        )
\ No newline at end of file
diff --git a/llava/model/multimodal_encoder/languagebind/video/processing_video.py b/llava/model/multimodal_encoder/languagebind/video/processing_video.py
new file mode 100644
index 0000000000000000000000000000000000000000..5427b8bae83e03833fdb5e331907811b194a6ffa
--- /dev/null
+++ b/llava/model/multimodal_encoder/languagebind/video/processing_video.py
@@ -0,0 +1,170 @@
+
+import torch
+import cv2
+import decord
+from decord import VideoReader, cpu
+decord.bridge.set_bridge('torch')
+import numpy as np
+from PIL import Image
+from torchvision import transforms
+from transformers import ProcessorMixin, BatchEncoding
+from transformers.image_processing_utils import BatchFeature
+from pytorchvideo.data.encoded_video import EncodedVideo
+from torchvision.transforms import Compose, Lambda, ToTensor
+from torchvision.transforms._transforms_video import NormalizeVideo, RandomCropVideo, RandomHorizontalFlipVideo, CenterCropVideo
+from pytorchvideo.transforms import ApplyTransformToKey, ShortSideScale, UniformTemporalSubsample
+
+
+OPENAI_DATASET_MEAN = (0.48145466, 0.4578275, 0.40821073)
+OPENAI_DATASET_STD = (0.26862954, 0.26130258, 0.27577711)
+
+def make_list_of_images(x):
+    if not isinstance(x, list):
+        return [x]
+    return x
+
+def get_video_transform(config):
+    config = config.vision_config
+    if config.video_decode_backend == 'pytorchvideo':
+        transform = ApplyTransformToKey(
+            key="video",
+            transform=Compose(
+                [
+                    UniformTemporalSubsample(config.num_frames),
+                    Lambda(lambda x: x / 255.0),
+                    NormalizeVideo(mean=OPENAI_DATASET_MEAN, std=OPENAI_DATASET_STD),
+                    ShortSideScale(size=224),
+                    CenterCropVideo(224),
+                    RandomHorizontalFlipVideo(p=0.5),
+                ]
+            ),
+        )
+
+    elif config.video_decode_backend == 'decord':
+
+        transform = Compose(
+            [
+                # UniformTemporalSubsample(num_frames),
+                Lambda(lambda x: x / 255.0),
+                NormalizeVideo(mean=OPENAI_DATASET_MEAN, std=OPENAI_DATASET_STD),
+                ShortSideScale(size=224),
+                CenterCropVideo(224),
+                RandomHorizontalFlipVideo(p=0.5),
+            ]
+        )
+
+    elif config.video_decode_backend == 'opencv':
+        transform = Compose(
+            [
+                # UniformTemporalSubsample(num_frames),
+                Lambda(lambda x: x / 255.0),
+                NormalizeVideo(mean=OPENAI_DATASET_MEAN, std=OPENAI_DATASET_STD),
+                ShortSideScale(size=224),
+                CenterCropVideo(224),
+                RandomHorizontalFlipVideo(p=0.5),
+            ]
+        )
+    else:
+        raise NameError('video_decode_backend should specify in (pytorchvideo, decord, opencv)')
+    return transform
+
+
+def load_and_transform_video(
+        video_path,
+        transform,
+        video_decode_backend='opencv',
+        clip_start_sec=0.0,
+        clip_end_sec=None,
+        num_frames=8,
+):
+    if video_decode_backend == 'pytorchvideo':
+        #  decord pyav
+        video = EncodedVideo.from_path(video_path, decoder="decord", decode_audio=False)
+        duration = video.duration
+        start_sec = clip_start_sec  # secs
+        end_sec = clip_end_sec if clip_end_sec is not None else duration  # secs
+        video_data = video.get_clip(start_sec=start_sec, end_sec=end_sec)
+        video_outputs = transform(video_data)
+
+    elif video_decode_backend == 'decord':
+        decord.bridge.set_bridge('torch')
+        decord_vr = VideoReader(video_path, ctx=cpu(0))
+        duration = len(decord_vr)
+        frame_id_list = np.linspace(0, duration-1, num_frames, dtype=int)
+        video_data = decord_vr.get_batch(frame_id_list)
+        video_data = video_data.permute(3, 0, 1, 2)  # (T, H, W, C) -> (C, T, H, W)
+        video_outputs = transform(video_data)
+
+    elif video_decode_backend == 'opencv':
+        cv2_vr = cv2.VideoCapture(video_path)
+        duration = int(cv2_vr.get(cv2.CAP_PROP_FRAME_COUNT))
+        frame_id_list = np.linspace(0, duration-5, num_frames, dtype=int)
+
+        video_data = []
+        for frame_idx in frame_id_list:
+            cv2_vr.set(1, frame_idx)
+            ret, frame = cv2_vr.read()
+            if not ret:
+                raise ValueError(f'video error at {video_path}')
+            frame = cv2.cvtColor(frame, cv2.COLOR_BGR2RGB)
+            video_data.append(torch.from_numpy(frame).permute(2, 0, 1))
+        cv2_vr.release()
+        video_data = torch.stack(video_data, dim=1)
+        video_outputs = transform(video_data)
+    else:
+        raise NameError('video_decode_backend should specify in (pytorchvideo, decord, opencv)')
+    return video_outputs
+
+class LanguageBindVideoProcessor(ProcessorMixin):
+    attributes = []
+    tokenizer_class = ("LanguageBindVideoTokenizer")
+
+    def __init__(self, config, tokenizer=None, **kwargs):
+        super().__init__(**kwargs)
+        self.config = config
+        # self.config.vision_config.video_decode_backend = 'opencv'
+        self.transform = get_video_transform(config)
+        self.image_processor = load_and_transform_video
+        self.tokenizer = tokenizer
+        
+
+    def __call__(self, images=None, text=None, context_length=77, return_tensors=None, **kwargs):
+        if text is None and images is None:
+            raise ValueError("You have to specify either text or images. Both cannot be none.")
+
+        if text is not None:
+            encoding = self.tokenizer(text, max_length=context_length, padding='max_length',
+                                      truncation=True, return_tensors=return_tensors, **kwargs)
+
+        if images is not None:
+            images = make_list_of_images(images)
+            image_features = [self.image_processor(image, self.transform,
+                                                   video_decode_backend=self.config.vision_config.video_decode_backend,
+                                                   num_frames=self.config.vision_config.num_frames) for image in images]
+            # image_features = [torch.rand(3, 8, 224, 224) for image in images]
+            image_features = torch.stack(image_features)
+
+        if text is not None and images is not None:
+            encoding["pixel_values"] = image_features
+            return encoding
+        elif text is not None:
+            return encoding
+        else:
+            return {"pixel_values": image_features}
+
+    def preprocess(self, images, return_tensors):
+        return self.__call__(images=images, return_tensors=return_tensors)
+
+    def batch_decode(self, skip_special_tokens=True, *args, **kwargs):
+        """
+        This method forwards all its arguments to CLIPTokenizerFast's [`~PreTrainedTokenizer.batch_decode`]. Please
+        refer to the docstring of this method for more information.
+        """
+        return self.tokenizer.batch_decode(*args, skip_special_tokens=skip_special_tokens, **kwargs)
+
+    def decode(self, skip_special_tokens=True, *args, **kwargs):
+        """
+        This method forwards all its arguments to CLIPTokenizerFast's [`~PreTrainedTokenizer.decode`]. Please refer to
+        the docstring of this method for more information.
+        """
+        return self.tokenizer.decode(*args, skip_special_tokens=skip_special_tokens, **kwargs)
diff --git a/llava/model/multimodal_encoder/languagebind/video/tokenization_video.py b/llava/model/multimodal_encoder/languagebind/video/tokenization_video.py
new file mode 100644
index 0000000000000000000000000000000000000000..2864429c098770fd37fd61e8a7b82d1fee5b12dd
--- /dev/null
+++ b/llava/model/multimodal_encoder/languagebind/video/tokenization_video.py
@@ -0,0 +1,77 @@
+from transformers import CLIPTokenizer
+from transformers.utils import logging
+
+logger = logging.get_logger(__name__)
+
+VOCAB_FILES_NAMES = {
+    "vocab_file": "vocab.json",
+    "merges_file": "merges.txt",
+}
+
+PRETRAINED_VOCAB_FILES_MAP = {
+    "vocab_file": {
+        "lb203/LanguageBind-Video": "https://huggingface.co/lb203/LanguageBind-Video/resolve/main/vocab.json",
+    },
+    "merges_file": {
+        "lb203/LanguageBind-Video": "https://huggingface.co/lb203/LanguageBind-Video/resolve/main/merges.txt",
+    },
+}
+
+PRETRAINED_POSITIONAL_EMBEDDINGS_SIZES = {
+    "lb203/LanguageBind-Video": 77,
+}
+
+
+PRETRAINED_INIT_CONFIGURATION = {
+    "lb203/LanguageBind-Video": {},
+}
+
+class LanguageBindVideoTokenizer(CLIPTokenizer):
+    """
+    Construct a CLIP tokenizer. Based on byte-level Byte-Pair-Encoding.
+
+    This tokenizer inherits from [`PreTrainedTokenizer`] which contains most of the main methods. Users should refer to
+    this superclass for more information regarding those methods.
+
+    Args:
+        vocab_file (`str`):
+            Path to the vocabulary file.
+        merges_file (`str`):
+            Path to the merges file.
+        errors (`str`, *optional*, defaults to `"replace"`):
+            Paradigm to follow when decoding bytes to UTF-8. See
+            [bytes.decode](https://docs.python.org/3/library/stdtypes.html#bytes.decode) for more information.
+        unk_token (`str`, *optional*, defaults to `<|endoftext|>`):
+            The unknown token. A token that is not in the vocabulary cannot be converted to an ID and is set to be this
+            token instead.
+        bos_token (`str`, *optional*, defaults to `<|startoftext|>`):
+            The beginning of sequence token.
+        eos_token (`str`, *optional*, defaults to `<|endoftext|>`):
+            The end of sequence token.
+    """
+
+    vocab_files_names = VOCAB_FILES_NAMES
+    pretrained_vocab_files_map = PRETRAINED_VOCAB_FILES_MAP
+    max_model_input_sizes = PRETRAINED_POSITIONAL_EMBEDDINGS_SIZES
+    model_input_names = ["input_ids", "attention_mask"]
+
+    def __init__(
+            self,
+            vocab_file,
+            merges_file,
+            errors="replace",
+            unk_token="<|endoftext|>",
+            bos_token="<|startoftext|>",
+            eos_token="<|endoftext|>",
+            pad_token="<|endoftext|>",  # hack to enable padding
+            **kwargs,
+    ):
+        super(LanguageBindVideoTokenizer, self).__init__(
+            vocab_file,
+            merges_file,
+            errors,
+            unk_token,
+            bos_token,
+            eos_token,
+            pad_token,  # hack to enable padding
+            **kwargs,)
\ No newline at end of file
diff --git a/llava/model/multimodal_encoder/mae_encoder.py b/llava/model/multimodal_encoder/mae_encoder.py
new file mode 100644
index 0000000000000000000000000000000000000000..377883d201a5321d9975284ecc9d3f10e2d57ba0
--- /dev/null
+++ b/llava/model/multimodal_encoder/mae_encoder.py
@@ -0,0 +1,80 @@
+import torch
+import torch.nn as nn
+
+from transformers import ViTMAEForPreTraining, AutoConfig, AutoImageProcessor
+
+
+class MAEVisionTower(nn.Module):
+    def __init__(self, vision_tower, args, cache_dir='./cache_dir', delay_load=False):
+        super().__init__()
+
+        self.is_loaded = False
+        self.cache_dir = cache_dir
+        self.vision_tower_name = vision_tower
+        self.select_layer = args.mm_vision_select_layer
+        self.select_feature = getattr(args, 'mm_vision_select_feature', 'patch')
+
+        if not delay_load:
+            self.load_model()
+        else:
+            self.cfg_only = AutoConfig.from_pretrained(self.vision_tower_name, cache_dir=self.cache_dir)
+
+    def load_model(self):
+        self.image_processor = AutoImageProcessor.from_pretrained(self.vision_tower_name, cache_dir=self.cache_dir)
+        vision_tower = ViTMAEForPreTraining.from_pretrained(self.vision_tower_name, cache_dir=self.cache_dir)
+        self.vision_tower = vision_tower.vit
+        self.vision_tower.requires_grad_(False)
+
+        self.is_loaded = True
+
+    def feature_select(self, image_forward_outs):
+        image_features = image_forward_outs.hidden_states[self.select_layer]
+        if self.select_feature == 'patch':
+            image_features = image_features[:, 1:]
+        elif self.select_feature == 'cls_patch':
+            image_features = image_features
+        else:
+            raise ValueError(f'Unexpected select feature: {self.select_feature}')
+        # print(image_features.shape)
+        return image_features
+
+    @torch.no_grad()
+    def forward(self, images):
+        if type(images) is list:
+            image_features = []
+            for image in images:
+                image_forward_out = self.vision_tower(image.to(device=self.device, dtype=self.dtype).unsqueeze(0), output_hidden_states=True)
+                image_feature = self.feature_select(image_forward_out).to(image.dtype)
+                image_features.append(image_feature)
+        else:
+            image_forward_outs = self.vision_tower(images.to(device=self.device, dtype=self.dtype), output_hidden_states=True)
+            image_features = self.feature_select(image_forward_outs).to(images.dtype)
+
+        return image_features
+
+    @property
+    def dummy_feature(self):
+        return torch.zeros(1, self.hidden_size, device=self.device, dtype=self.dtype)
+
+    @property
+    def dtype(self):
+        return self.vision_tower.dtype
+
+    @property
+    def device(self):
+        return self.vision_tower.device
+
+    @property
+    def config(self):
+        if self.is_loaded:
+            return self.vision_tower.config
+        else:
+            return self.cfg_only
+
+    @property
+    def hidden_size(self):
+        return self.config.hidden_size
+
+    @property
+    def num_patches(self):
+        return (self.config.image_size // self.config.patch_size) ** 2
diff --git a/llava/model/multimodal_projector/__pycache__/builder.cpython-310.pyc b/llava/model/multimodal_projector/__pycache__/builder.cpython-310.pyc
new file mode 100644
index 0000000000000000000000000000000000000000..33c4d74f658174886dcf04b00cbe4f14a5806a1f
Binary files /dev/null and b/llava/model/multimodal_projector/__pycache__/builder.cpython-310.pyc differ
diff --git a/llava/model/multimodal_projector/builder.py b/llava/model/multimodal_projector/builder.py
new file mode 100644
index 0000000000000000000000000000000000000000..8cc8e9d0518d8cbbe29dc69a8e970875cbc11d9c
--- /dev/null
+++ b/llava/model/multimodal_projector/builder.py
@@ -0,0 +1,257 @@
+from typing import Optional
+
+import torch
+import torch.nn as nn
+import re
+
+from transformers import PretrainedConfig, Blip2PreTrainedModel, Blip2Config, Blip2QFormerModel
+
+
+class IdentityMap(nn.Module):
+    def __init__(self):
+        super().__init__()
+
+    def forward(self, x, *args, **kwargs):
+        return x
+
+    @property
+    def config(self):
+        return {"mm_projector_type": 'identity'}
+
+
+class SimpleResBlock(nn.Module):
+    def __init__(self, channels):
+        super().__init__()
+        self.pre_norm = nn.LayerNorm(channels)
+
+        self.proj = nn.Sequential(
+            nn.Linear(channels, channels),
+            nn.GELU(),
+            nn.Linear(channels, channels)
+        )
+    def forward(self, x):
+        x = self.pre_norm(x)
+        return x + self.proj(x)
+
+
+# def build_vision_projector(config, delay_load=False, **kwargs):
+#     projector_type = getattr(config, 'mm_projector_type', 'linear')
+#
+#     if projector_type == 'linear':
+#         return nn.Linear(config.mm_hidden_size, config.hidden_size)
+#
+#     mlp_gelu_match = re.match(r'^mlp(\d+)x_gelu$', projector_type)
+#     if mlp_gelu_match:
+#         mlp_depth = int(mlp_gelu_match.group(1))
+#         modules = [nn.Linear(config.mm_hidden_size, config.hidden_size)]
+#         for _ in range(1, mlp_depth):
+#             modules.append(nn.GELU())
+#             modules.append(nn.Linear(config.hidden_size, config.hidden_size))
+#         return nn.Sequential(*modules)
+#
+#     if projector_type == 'identity':
+#         return IdentityMap()
+#
+#     raise ValueError(f'Unknown projector type: {projector_type}')
+
+
+class Blip2Model(Blip2PreTrainedModel):
+    def __init__(self, config: Blip2Config):
+        super().__init__(config)
+
+        self.query_tokens = nn.Parameter(torch.zeros(1, config.num_query_tokens, config.qformer_config.hidden_size))
+        self.qformer = Blip2QFormerModel(config.qformer_config)
+
+        # self.proj = nn.Linear(config.mm_hidden_size, config.hidden_size)
+        modules = [nn.Linear(config.mm_hidden_size, config.hidden_size), nn.GELU(), nn.Linear(config.hidden_size, config.hidden_size)]
+        self.proj = nn.Sequential(*modules)
+
+        # Initialize weights and apply final processing
+        self.post_init()
+
+    def forward(
+        self,
+        pixel_values: Optional[torch.FloatTensor] = None,
+        output_attentions: Optional[bool] = None,
+        output_hidden_states: Optional[bool] = None,
+        return_dict: Optional[bool] = None,
+    ):
+        r"""
+        Returns:
+            vision_outputs (`BaseModelOutputWithPooling` or tuple of `torch.FloatTensor`):
+                The vision model outputs. If `return_dict=True`, the output is a [`BaseModelOutputWithPooling`] that
+                contains the image features, the pooled image features and the hidden states if
+                `output_hidden_states=True`.
+        Examples:
+        ```python
+        >>> import torch
+        >>> from PIL import Image
+        >>> import requests
+        >>> from transformers import Blip2Processor, Blip2Model
+
+        >>> device = "cuda" if torch.cuda.is_available() else "cpu"
+
+        >>> processor = Blip2Processor.from_pretrained("Salesforce/blip2-opt-2.7b")
+        >>> model = Blip2Model.from_pretrained("Salesforce/blip2-opt-2.7b", torch_dtype=torch.float16)
+        >>> model.to(device)  # doctest: +IGNORE_RESULT
+
+        >>> url = "http://images.cocodataset.org/val2017/000000039769.jpg"
+        >>> image = Image.open(requests.get(url, stream=True).raw)
+        >>> inputs = processor(images=image, return_tensors="pt").to(device, torch.float16)
+        >>> qformer_outputs = model.get_qformer_features(**inputs)
+        ```"""
+        output_attentions = output_attentions if output_attentions is not None else self.config.output_attentions
+        output_hidden_states = (
+            output_hidden_states if output_hidden_states is not None else self.config.output_hidden_states
+        )
+        return_dict = return_dict if return_dict is not None else self.config.use_return_dict
+
+        # vision_outputs = self.vision_model(
+        #     pixel_values=pixel_values,
+        #     output_attentions=output_attentions,
+        #     output_hidden_states=output_hidden_states,
+        #     return_dict=return_dict,
+        # )
+        #
+        # image_embeds = vision_outputs[0]
+        # image_embeds = self.proj(pixel_values)
+        image_embeds = pixel_values
+
+
+        # print('pixel_values to proj', pixel_values.shape, image_embeds.shape)
+        # step 2: forward the query tokens through the QFormer, using the image embeddings for cross-attention
+        image_attention_mask = torch.ones(image_embeds.size()[:-1], dtype=torch.long, device=image_embeds.device)
+
+        query_tokens = self.query_tokens.expand(image_embeds.shape[0], -1, -1)
+        query_outputs = self.qformer(
+            query_embeds=query_tokens,
+            encoder_hidden_states=image_embeds,
+            encoder_attention_mask=image_attention_mask,
+            output_attentions=output_attentions,
+            output_hidden_states=output_hidden_states,
+            return_dict=return_dict,
+        ).last_hidden_state
+        # print('qformer out', query_outputs.shape)
+        query_outputs = self.proj(query_outputs)
+        return query_outputs
+
+
+def qformer_config_template(config, projector_type):
+    pattern = r"qformer(\d+)_(\d+)"
+
+    match = re.search(pattern, projector_type)
+    num_hidden_layers = int(match.group(1))
+    num_query_tokens = int(match.group(2))
+
+    qformer_config = type('Blip2Config', (PretrainedConfig,), {
+        "initializer_factor": 1.0,
+        "initializer_range": 0.02,
+        "model_type": "blip-2",
+        "num_query_tokens": num_query_tokens,
+        "hidden_size": config.hidden_size,
+        "mm_hidden_size": config.mm_hidden_size,
+        "qformer_config": type('qformer_config', (PretrainedConfig,), {
+            "_name_or_path": "",
+            "add_cross_attention": False,
+            "architectures": None,
+            "attention_probs_dropout_prob": 0.0,
+            "bad_words_ids": None,
+            "begin_suppress_tokens": None,
+            "bos_token_id": None,
+            "chunk_size_feed_forward": 0,
+            "classifier_dropout": None,
+            "cross_attention_frequency": 1,
+            "cross_attention_hidden_size": None,
+            "decoder_start_token_id": None,
+            "diversity_penalty": 0.0,
+            "do_sample": False,
+            "early_stopping": False,
+            "encoder_hidden_size": config.mm_hidden_size,
+            "encoder_no_repeat_ngram_size": 0,
+            "eos_token_id": None,
+            "exponential_decay_length_penalty": None,
+            "finetuning_task": None,
+            "forced_bos_token_id": None,
+            "forced_eos_token_id": None,
+            "hidden_act": "gelu",
+            "hidden_dropout_prob": 0.0,
+            "hidden_size": config.mm_hidden_size,
+            "id2label": {
+                "0": "LABEL_0",
+                "1": "LABEL_1"
+            },
+            "initializer_range": 0.02,
+            "intermediate_size": config.mm_hidden_size * 4,
+            "is_decoder": False,
+            "is_encoder_decoder": False,
+            "label2id": {
+                "LABEL_0": 0,
+                "LABEL_1": 1
+            },
+            "layer_norm_eps": 1e-12,
+            "length_penalty": 1.0,
+            "max_length": 20,
+            "max_position_embeddings": 512,
+            "min_length": 0,
+            "model_type": "blip_2_qformer",
+            "no_repeat_ngram_size": 0,
+            "num_attention_heads": 32,
+            "num_beam_groups": 1,
+            "num_beams": 1,
+            "num_hidden_layers": num_hidden_layers,
+            "num_return_sequences": 1,
+            "output_attentions": False,
+            "output_hidden_states": False,
+            "output_scores": False,
+            "pad_token_id": 0,
+            "position_embedding_type": "absolute",
+            "prefix": None,
+            "problem_type": None,
+            "pruned_heads": {},
+            "remove_invalid_values": False,
+            "repetition_penalty": 1.0,
+            "return_dict": True,
+            "return_dict_in_generate": False,
+            "sep_token_id": None,
+            "suppress_tokens": None,
+            "task_specific_params": None,
+            "temperature": 1.0,
+            "tf_legacy_loss": False,
+            "tie_encoder_decoder": False,
+            "tie_word_embeddings": True,
+            "tokenizer_class": None,
+            "top_k": 50,
+            "top_p": 1.0,
+            "torch_dtype": None,
+            "torchscript": False,
+            "transformers_version": "4.27.0.dev0",
+            "typical_p": 1.0,
+            "use_bfloat16": False,
+            "vocab_size": 30522
+        })()
+    })()
+    return qformer_config
+
+def build_vision_projector(config, delay_load=False, **kwargs):
+    projector_type = getattr(config, 'mm_projector_type', 'linear')
+
+    if projector_type == 'linear':
+        return nn.Linear(config.mm_hidden_size, config.hidden_size)
+
+    elif projector_type == 'identity':
+        return IdentityMap()
+
+    elif projector_type.startswith('qformer'):  # qformer2_64
+        qformer_config = qformer_config_template(config, projector_type)
+        return Blip2Model(qformer_config)
+    else:
+        mlp_gelu_match = re.match(r'^mlp(\d+)x_gelu$', projector_type)
+        if mlp_gelu_match:
+            mlp_depth = int(mlp_gelu_match.group(1))
+            modules = [nn.Linear(config.mm_hidden_size, config.hidden_size)]
+            for _ in range(1, mlp_depth):
+                modules.append(nn.GELU())
+                modules.append(nn.Linear(config.hidden_size, config.hidden_size))
+            return nn.Sequential(*modules)
+
+    raise ValueError(f'Unknown projector type: {projector_type}')
\ No newline at end of file
diff --git a/llava/model/utils.py b/llava/model/utils.py
new file mode 100644
index 0000000000000000000000000000000000000000..2563f89c6cedf5e73508afec8f9979105df9b745
--- /dev/null
+++ b/llava/model/utils.py
@@ -0,0 +1,20 @@
+from transformers import AutoConfig
+
+
+def auto_upgrade(config):
+    cfg = AutoConfig.from_pretrained(config)
+    if 'llava' in config and 'llava' not in cfg.model_type:
+        assert cfg.model_type == 'llama'
+        print("You are using newer LLaVA code base, while the checkpoint of v0 is from older code base.")
+        print("You must upgrade the checkpoint to the new code base (this can be done automatically).")
+        confirm = input("Please confirm that you want to upgrade the checkpoint. [Y/N]")
+        if confirm.lower() in ["y", "yes"]:
+            print("Upgrading checkpoint...")
+            assert len(cfg.architectures) == 1
+            setattr(cfg.__class__, "model_type", "llava")
+            cfg.architectures[0] = 'LlavaLlamaForCausalLM'
+            cfg.save_pretrained(config)
+            print("Checkpoint upgraded.")
+        else:
+            print("Checkpoint upgrade aborted.")
+            exit(1)
diff --git a/llava/serve/__init__.py b/llava/serve/__init__.py
new file mode 100644
index 0000000000000000000000000000000000000000..e69de29bb2d1d6434b8b29ae775ad8c2e48c5391
diff --git a/llava/serve/cli.py b/llava/serve/cli.py
new file mode 100644
index 0000000000000000000000000000000000000000..6e8c2478be584dc4ba974b96fdea2d41325938d4
--- /dev/null
+++ b/llava/serve/cli.py
@@ -0,0 +1,144 @@
+import argparse
+import torch
+
+from llava.constants import X_TOKEN_INDEX, DEFAULT_X_TOKEN, DEFAULT_X_START_TOKEN, DEFAULT_X_END_TOKEN
+from llava.conversation import conv_templates, SeparatorStyle
+from llava.model.builder import load_pretrained_model
+from llava.utils import disable_torch_init
+from llava.mm_utils import process_images, tokenizer_X_token, get_model_name_from_path, KeywordsStoppingCriteria
+
+from PIL import Image
+
+import requests
+from PIL import Image
+from io import BytesIO
+from transformers import TextStreamer
+
+
+def load_image(image_file):
+    if image_file.startswith('http://') or image_file.startswith('https://'):
+        response = requests.get(image_file)
+        image = Image.open(BytesIO(response.content)).convert('RGB')
+    else:
+        image = Image.open(image_file).convert('RGB')
+    return image
+
+
+def main(args):
+    # Model
+    disable_torch_init()
+    assert not (args.image_file and args.video_file)
+    model_name = get_model_name_from_path(args.model_path)
+    tokenizer, model, processor, context_len = load_pretrained_model(args.model_path, args.model_base, model_name,
+                                                                     args.load_8bit, args.load_4bit, device=args.device)
+    # print(model, tokenizer, processor)
+    image_processor = processor['image']
+    video_processor = processor['video']
+    if 'llama-2' in model_name.lower():
+        conv_mode = "llava_llama_2"
+    elif "v1" in model_name.lower():
+        conv_mode = "llava_v1"
+    elif "mpt" in model_name.lower():
+        conv_mode = "mpt"
+    else:
+        conv_mode = "llava_v0"
+
+    if args.conv_mode is not None and conv_mode != args.conv_mode:
+        print('[WARNING] the auto inferred conversation mode is {}, while `--conv-mode` is {}, using {}'.format(conv_mode, args.conv_mode, args.conv_mode))
+    else:
+        args.conv_mode = conv_mode
+
+    conv = conv_templates[args.conv_mode].copy()
+    if "mpt" in model_name.lower():
+        roles = ('user', 'assistant')
+    else:
+        roles = conv.roles
+    image = args.image_file
+    video = args.video_file
+    # print(image, video)
+    if args.image_file:
+        image_tensor = image_processor.preprocess(image, return_tensors='pt')['pixel_values']
+        if type(image_tensor) is list:
+            tensor = [image.to(model.device, dtype=torch.float16) for image in image_tensor]
+        else:
+            tensor = image_tensor.to(model.device, dtype=torch.float16)
+        key = ['image']
+        # print(tensor.shape)
+    elif args.video_file:
+        video_tensor = video_processor(video, return_tensors='pt')['pixel_values']
+        if type(video_tensor) is list:
+            tensor = [video.to(model.device, dtype=torch.float16) for video in video_tensor]
+        else:
+            tensor = video_tensor.to(model.device, dtype=torch.float16)
+        key = ['video']
+        # print(tensor.shape)
+    while True:
+        try:
+            inp = input(f"{roles[0]}: ")
+        except EOFError:
+            inp = ""
+        if not inp:
+            print("exit...")
+            break
+
+        print(f"{roles[1]}: ", end="")
+
+        if image is not None:
+            # first message
+            inp = DEFAULT_X_TOKEN['IMAGE'] + '\n' + inp
+            conv.append_message(conv.roles[0], inp)
+            image = None
+        elif video is not None:
+            # first message
+            inp = DEFAULT_X_TOKEN['VIDEO'] + '\n' + inp
+            conv.append_message(conv.roles[0], inp)
+            video = None
+        else:
+            # later messages
+            conv.append_message(conv.roles[0], inp)
+        conv.append_message(conv.roles[1], None)
+        prompt = conv.get_prompt()
+        if args.image_file:
+            input_ids = tokenizer_X_token(prompt, tokenizer, X_TOKEN_INDEX['IMAGE'], return_tensors='pt').unsqueeze(0).cuda()
+        elif args.video_file:
+            input_ids = tokenizer_X_token(prompt, tokenizer, X_TOKEN_INDEX['VIDEO'], return_tensors='pt').unsqueeze(0).cuda()
+        # print(input_ids.shape)
+        stop_str = conv.sep if conv.sep_style != SeparatorStyle.TWO else conv.sep2
+        keywords = [stop_str]
+        stopping_criteria = KeywordsStoppingCriteria(keywords, tokenizer, input_ids)
+        streamer = TextStreamer(tokenizer, skip_prompt=True, skip_special_tokens=True)
+
+        with torch.inference_mode():
+            output_ids = model.generate(
+                input_ids,
+                images=[tensor, key],
+                do_sample=True,
+                temperature=args.temperature,
+                max_new_tokens=args.max_new_tokens,
+                streamer=streamer,
+                use_cache=True,
+                stopping_criteria=[stopping_criteria])
+
+        outputs = tokenizer.decode(output_ids[0, input_ids.shape[1]:]).strip()
+        conv.messages[-1][-1] = outputs
+
+        if args.debug:
+            print("\n", {"prompt": prompt, "outputs": outputs}, "\n")
+
+
+if __name__ == "__main__":
+    parser = argparse.ArgumentParser()
+    parser.add_argument("--model-path", type=str, default="facebook/opt-350m")
+    parser.add_argument("--model-base", type=str, default=None)
+    parser.add_argument("--image-file", type=str, default=None)
+    parser.add_argument("--video-file", type=str)
+    parser.add_argument("--device", type=str, default="cuda")
+    parser.add_argument("--conv-mode", type=str, default=None)
+    parser.add_argument("--temperature", type=float, default=0.2)
+    parser.add_argument("--max-new-tokens", type=int, default=512)
+    parser.add_argument("--load-8bit", action="store_true")
+    parser.add_argument("--load-4bit", action="store_true")
+    parser.add_argument("--debug", action="store_true")
+    parser.add_argument("--image-aspect-ratio", type=str, default='pad')
+    args = parser.parse_args()
+    main(args)
diff --git a/llava/serve/controller.py b/llava/serve/controller.py
new file mode 100644
index 0000000000000000000000000000000000000000..b61fca6ea9fe8aa37acd143784a3d76e90a58b9f
--- /dev/null
+++ b/llava/serve/controller.py
@@ -0,0 +1,298 @@
+"""
+A controller manages distributed workers.
+It sends worker addresses to clients.
+"""
+import argparse
+import asyncio
+import dataclasses
+from enum import Enum, auto
+import json
+import logging
+import time
+from typing import List, Union
+import threading
+
+from fastapi import FastAPI, Request
+from fastapi.responses import StreamingResponse
+import numpy as np
+import requests
+import uvicorn
+
+from llava.constants import CONTROLLER_HEART_BEAT_EXPIRATION
+from llava.utils import build_logger, server_error_msg
+
+
+logger = build_logger("controller", "controller.log")
+
+
+class DispatchMethod(Enum):
+    LOTTERY = auto()
+    SHORTEST_QUEUE = auto()
+
+    @classmethod
+    def from_str(cls, name):
+        if name == "lottery":
+            return cls.LOTTERY
+        elif name == "shortest_queue":
+            return cls.SHORTEST_QUEUE
+        else:
+            raise ValueError(f"Invalid dispatch method")
+
+
+@dataclasses.dataclass
+class WorkerInfo:
+    model_names: List[str]
+    speed: int
+    queue_length: int
+    check_heart_beat: bool
+    last_heart_beat: str
+
+
+def heart_beat_controller(controller):
+    while True:
+        time.sleep(CONTROLLER_HEART_BEAT_EXPIRATION)
+        controller.remove_stable_workers_by_expiration()
+
+
+class Controller:
+    def __init__(self, dispatch_method: str):
+        # Dict[str -> WorkerInfo]
+        self.worker_info = {}
+        self.dispatch_method = DispatchMethod.from_str(dispatch_method)
+
+        self.heart_beat_thread = threading.Thread(
+            target=heart_beat_controller, args=(self,))
+        self.heart_beat_thread.start()
+
+        logger.info("Init controller")
+
+    def register_worker(self, worker_name: str, check_heart_beat: bool,
+                        worker_status: dict):
+        if worker_name not in self.worker_info:
+            logger.info(f"Register a new worker: {worker_name}")
+        else:
+            logger.info(f"Register an existing worker: {worker_name}")
+
+        if not worker_status:
+            worker_status = self.get_worker_status(worker_name)
+        if not worker_status:
+            return False
+
+        self.worker_info[worker_name] = WorkerInfo(
+            worker_status["model_names"], worker_status["speed"], worker_status["queue_length"],
+            check_heart_beat, time.time())
+
+        logger.info(f"Register done: {worker_name}, {worker_status}")
+        return True
+
+    def get_worker_status(self, worker_name: str):
+        try:
+            r = requests.post(worker_name + "/worker_get_status", timeout=5)
+        except requests.exceptions.RequestException as e:
+            logger.error(f"Get status fails: {worker_name}, {e}")
+            return None
+
+        if r.status_code != 200:
+            logger.error(f"Get status fails: {worker_name}, {r}")
+            return None
+
+        return r.json()
+
+    def remove_worker(self, worker_name: str):
+        del self.worker_info[worker_name]
+
+    def refresh_all_workers(self):
+        old_info = dict(self.worker_info)
+        self.worker_info = {}
+
+        for w_name, w_info in old_info.items():
+            if not self.register_worker(w_name, w_info.check_heart_beat, None):
+                logger.info(f"Remove stale worker: {w_name}")
+
+    def list_models(self):
+        model_names = set()
+
+        for w_name, w_info in self.worker_info.items():
+            model_names.update(w_info.model_names)
+
+        return list(model_names)
+
+    def get_worker_address(self, model_name: str):
+        if self.dispatch_method == DispatchMethod.LOTTERY:
+            worker_names = []
+            worker_speeds = []
+            for w_name, w_info in self.worker_info.items():
+                if model_name in w_info.model_names:
+                    worker_names.append(w_name)
+                    worker_speeds.append(w_info.speed)
+            worker_speeds = np.array(worker_speeds, dtype=np.float32)
+            norm = np.sum(worker_speeds)
+            if norm < 1e-4:
+                return ""
+            worker_speeds = worker_speeds / norm
+            if True:  # Directly return address
+                pt = np.random.choice(np.arange(len(worker_names)),
+                    p=worker_speeds)
+                worker_name = worker_names[pt]
+                return worker_name
+
+            # Check status before returning
+            while True:
+                pt = np.random.choice(np.arange(len(worker_names)),
+                    p=worker_speeds)
+                worker_name = worker_names[pt]
+
+                if self.get_worker_status(worker_name):
+                    break
+                else:
+                    self.remove_worker(worker_name)
+                    worker_speeds[pt] = 0
+                    norm = np.sum(worker_speeds)
+                    if norm < 1e-4:
+                        return ""
+                    worker_speeds = worker_speeds / norm
+                    continue
+            return worker_name
+        elif self.dispatch_method == DispatchMethod.SHORTEST_QUEUE:
+            worker_names = []
+            worker_qlen = []
+            for w_name, w_info in self.worker_info.items():
+                if model_name in w_info.model_names:
+                    worker_names.append(w_name)
+                    worker_qlen.append(w_info.queue_length / w_info.speed)
+            if len(worker_names) == 0:
+                return ""
+            min_index = np.argmin(worker_qlen)
+            w_name = worker_names[min_index]
+            self.worker_info[w_name].queue_length += 1
+            logger.info(f"names: {worker_names}, queue_lens: {worker_qlen}, ret: {w_name}")
+            return w_name
+        else:
+            raise ValueError(f"Invalid dispatch method: {self.dispatch_method}")
+
+    def receive_heart_beat(self, worker_name: str, queue_length: int):
+        if worker_name not in self.worker_info:
+            logger.info(f"Receive unknown heart beat. {worker_name}")
+            return False
+
+        self.worker_info[worker_name].queue_length = queue_length
+        self.worker_info[worker_name].last_heart_beat = time.time()
+        logger.info(f"Receive heart beat. {worker_name}")
+        return True
+
+    def remove_stable_workers_by_expiration(self):
+        expire = time.time() - CONTROLLER_HEART_BEAT_EXPIRATION
+        to_delete = []
+        for worker_name, w_info in self.worker_info.items():
+            if w_info.check_heart_beat and w_info.last_heart_beat < expire:
+                to_delete.append(worker_name)
+
+        for worker_name in to_delete:
+            self.remove_worker(worker_name)
+
+    def worker_api_generate_stream(self, params):
+        worker_addr = self.get_worker_address(params["model"])
+        if not worker_addr:
+            logger.info(f"no worker: {params['model']}")
+            ret = {
+                "text": server_error_msg,
+                "error_code": 2,
+            }
+            yield json.dumps(ret).encode() + b"\0"
+
+        try:
+            response = requests.post(worker_addr + "/worker_generate_stream",
+                json=params, stream=True, timeout=5)
+            for chunk in response.iter_lines(decode_unicode=False, delimiter=b"\0"):
+                if chunk:
+                    yield chunk + b"\0"
+        except requests.exceptions.RequestException as e:
+            logger.info(f"worker timeout: {worker_addr}")
+            ret = {
+                "text": server_error_msg,
+                "error_code": 3,
+            }
+            yield json.dumps(ret).encode() + b"\0"
+
+
+    # Let the controller act as a worker to achieve hierarchical
+    # management. This can be used to connect isolated sub networks.
+    def worker_api_get_status(self):
+        model_names = set()
+        speed = 0
+        queue_length = 0
+
+        for w_name in self.worker_info:
+            worker_status = self.get_worker_status(w_name)
+            if worker_status is not None:
+                model_names.update(worker_status["model_names"])
+                speed += worker_status["speed"]
+                queue_length += worker_status["queue_length"]
+
+        return {
+            "model_names": list(model_names),
+            "speed": speed,
+            "queue_length": queue_length,
+        }
+
+
+app = FastAPI()
+
+
+@app.post("/register_worker")
+async def register_worker(request: Request):
+    data = await request.json()
+    controller.register_worker(
+        data["worker_name"], data["check_heart_beat"],
+        data.get("worker_status", None))
+
+
+@app.post("/refresh_all_workers")
+async def refresh_all_workers():
+    models = controller.refresh_all_workers()
+
+
+@app.post("/list_models")
+async def list_models():
+    models = controller.list_models()
+    return {"models": models}
+
+
+@app.post("/get_worker_address")
+async def get_worker_address(request: Request):
+    data = await request.json()
+    addr = controller.get_worker_address(data["model"])
+    return {"address": addr}
+
+
+@app.post("/receive_heart_beat")
+async def receive_heart_beat(request: Request):
+    data = await request.json()
+    exist = controller.receive_heart_beat(
+        data["worker_name"], data["queue_length"])
+    return {"exist": exist}
+
+
+@app.post("/worker_generate_stream")
+async def worker_api_generate_stream(request: Request):
+    params = await request.json()
+    generator = controller.worker_api_generate_stream(params)
+    return StreamingResponse(generator)
+
+
+@app.post("/worker_get_status")
+async def worker_api_get_status(request: Request):
+    return controller.worker_api_get_status()
+
+
+if __name__ == "__main__":
+    parser = argparse.ArgumentParser()
+    parser.add_argument("--host", type=str, default="localhost")
+    parser.add_argument("--port", type=int, default=21001)
+    parser.add_argument("--dispatch-method", type=str, choices=[
+        "lottery", "shortest_queue"], default="shortest_queue")
+    args = parser.parse_args()
+    logger.info(f"args: {args}")
+
+    controller = Controller(args.dispatch_method)
+    uvicorn.run(app, host=args.host, port=args.port, log_level="info")
diff --git a/llava/serve/gradio_utils.py b/llava/serve/gradio_utils.py
new file mode 100644
index 0000000000000000000000000000000000000000..8762421f00f5ff667424f75054e73c14f6926b2e
--- /dev/null
+++ b/llava/serve/gradio_utils.py
@@ -0,0 +1,141 @@
+import torch
+
+from llava.constants import X_TOKEN_INDEX
+from llava.conversation import conv_templates, SeparatorStyle
+from llava.mm_utils import get_model_name_from_path, KeywordsStoppingCriteria, tokenizer_X_token
+from llava.model.builder import load_pretrained_model
+from llava.utils import disable_torch_init
+
+title_markdown = ("""
+<div style="display: flex; justify-content: center; align-items: center; text-align: center;">
+  <a href="https://github.com/PKU-YuanGroup/LanguageBind" style="margin-right: 20px; text-decoration: none; display: flex; align-items: center;">
+    <img src="https://z1.ax1x.com/2023/11/07/pil4sqH.png" alt="LanguageBind🚀" style="max-width: 120px; height: auto;">
+  </a>
+  <div>
+    <h1 >Video-LLaVA: Improved LLaVA with United Visual Representation</h1>
+    <h5 style="margin: 0;">If you like our project, please give us a star ✨ on Github for the latest update.</h5>
+  </div>
+</div>
+
+
+<div align="center">
+    <div style="display:flex; gap: 0.25rem;" align="center">
+        <a href='https://github.com/PKU-YuanGroup/LanguageBind'><img src='https://img.shields.io/badge/Github-Code-blue'></a>
+        <a href="https://arxiv.org/pdf/2310.01852.pdf"><img src="https://img.shields.io/badge/Arxiv-2310.01852-red"></a>
+        <a href='https://github.com/PKU-YuanGroup/LanguageBind/stargazers'><img src='https://img.shields.io/github/stars/PKU-YuanGroup/LanguageBind.svg?style=social'></a>
+    </div>
+</div>
+""")
+
+block_css = """
+#buttons button {
+    min-width: min(120px,100%);
+}
+"""
+
+
+tos_markdown = ("""
+### Terms of use
+By using this service, users are required to agree to the following terms:
+The service is a research preview intended for non-commercial use only. It only provides limited safety measures and may generate offensive content. It must not be used for any illegal, harmful, violent, racist, or sexual purposes. The service may collect user dialogue data for future research.
+Please click the "Flag" button if you get any inappropriate answer! We will collect those to keep improving our moderator.
+For an optimal experience, please use desktop computers for this demo, as mobile devices may compromise its quality.
+""")
+
+
+learn_more_markdown = ("""
+### License
+The service is a research preview intended for non-commercial use only, subject to the model [License](https://github.com/facebookresearch/llama/blob/main/MODEL_CARD.md) of LLaMA, [Terms of Use](https://openai.com/policies/terms-of-use) of the data generated by OpenAI, and [Privacy Practices](https://chrome.google.com/webstore/detail/sharegpt-share-your-chatg/daiacboceoaocpibfodeljbdfacokfjb) of ShareGPT. Please contact us if you find any potential violation.
+""")
+
+
+class Chat:
+    def __init__(self, model_path, conv_mode, model_base=None, load_8bit=False, load_4bit=False, device='cuda'):
+        disable_torch_init()
+        model_name = get_model_name_from_path(model_path)
+        self.tokenizer, self.model, processor, context_len = load_pretrained_model(model_path, model_base, model_name,
+                                                                         load_8bit, load_4bit,
+                                                                         device=device)
+        self.image_processor = processor['image']
+        self.video_processor = processor['video']
+        self.conv_mode = conv_mode
+        self.device = self.model.device
+        print(self.model)
+
+    def get_prompt(self, qs, state):
+        state.append_message(state.roles[0], qs)
+        state.append_message(state.roles[1], None)
+        return state
+
+    @torch.inference_mode()
+    def generate(self, images_tensor: list, prompt: str, first_run: bool, state):
+        tokenizer, model, image_processor = self.tokenizer, self.model, self.image_processor
+
+        state = self.get_prompt(prompt, state)
+        prompt = state.get_prompt()
+        print('\n\n\n')
+        print(prompt)
+
+        if 'image' in images_tensor[1] and 'video' not in images_tensor[1]:
+            input_ids = tokenizer_X_token(prompt, tokenizer, X_TOKEN_INDEX['IMAGE'], return_tensors='pt').unsqueeze(0).to(self.device)
+        elif 'image' not in images_tensor[1] and 'video' in images_tensor[1]:
+            input_ids = tokenizer_X_token(prompt, tokenizer, X_TOKEN_INDEX['VIDEO'], return_tensors='pt').unsqueeze(0).to(self.device)
+        elif 'image' in images_tensor[1] and 'video' in images_tensor[1]:
+            # <video>\nxxxxxxx\n<image>
+            '''
+            tensor([[1, -200, 29871, 13, 3068, 366, 1074, 1716, 278, 1967, 322, 4863, 29973, 319, 1799, 9047, 13566, 29901]])
+            tensor([[1, -201, 29871, 13]])
+            '''
+            print("split: ", prompt.split('\n<image>'))
+            # print("\n", tokenizer_X_token('\n', tokenizer, X_TOKEN_INDEX['IMAGE'], return_tensors='pt'))
+            # print("?", tokenizer_X_token('?', tokenizer, X_TOKEN_INDEX['IMAGE'], return_tensors='pt'))
+            # print("image", tokenizer_X_token('image', tokenizer, X_TOKEN_INDEX['IMAGE'], return_tensors='pt'))
+            # print("image?", tokenizer_X_token('image?', tokenizer, X_TOKEN_INDEX['IMAGE'], return_tensors='pt'))
+            # print("USER: <image>\nWhat is unusual about this image?", tokenizer_X_token('USER: <image>\nWhat is unusual about this image?', tokenizer, X_TOKEN_INDEX['IMAGE'], return_tensors='pt'))
+            input_ids1 = tokenizer_X_token(prompt.split('\n<image>')[0], tokenizer, X_TOKEN_INDEX['VIDEO'], return_tensors='pt').unsqueeze(0).to(self.device)
+            print('input_ids1', input_ids1)
+            input_ids2 = tokenizer_X_token(prompt.split('\n<image>')[-1], tokenizer, X_TOKEN_INDEX['VIDEO'], return_tensors='pt').unsqueeze(0).to(self.device)
+            print('input_ids2', input_ids2)
+            input_ids3 = tokenizer_X_token('\n<image>', tokenizer, X_TOKEN_INDEX['IMAGE'], return_tensors='pt').unsqueeze(0).to(self.device)
+            print('input_ids3', input_ids3)
+
+            input_ids = torch.cat([input_ids1, input_ids3[:, 1:], input_ids2[:, 1:]], dim=-1)
+            print('input_ids', input_ids)
+            print(*[tokenizer.decode(i) for i in input_ids2[0]])
+        else:
+            input_ids = tokenizer_X_token(prompt, tokenizer, X_TOKEN_INDEX['IMAGE'], return_tensors='pt').unsqueeze(0).to(self.device)
+        
+        temperature = 0.2
+        
+        max_new_tokens = 1024
+
+        stop_str = conv_templates[self.conv_mode].copy().sep if conv_templates[self.conv_mode].copy().sep_style != SeparatorStyle.TWO else \
+        conv_templates[self.conv_mode].copy().sep2
+        keywords = [stop_str]
+        stopping_criteria = KeywordsStoppingCriteria(keywords, tokenizer, input_ids)
+        # streamer = TextStreamer(tokenizer, skip_prompt=True, skip_special_tokens=True)
+        # print(input_ids, images_tensor[0][0].shape)
+        with torch.inference_mode():
+            output_ids = model.generate(
+                input_ids,
+                images=images_tensor,
+                do_sample=True,
+                temperature=temperature,
+                max_new_tokens=max_new_tokens,
+                # streamer=streamer,
+                use_cache=True,
+                stopping_criteria=[stopping_criteria])
+
+        input_token_len = input_ids.shape[1]
+        n_diff_input_output = (input_ids != output_ids[:, :input_token_len]).sum().item()
+        if n_diff_input_output > 0:
+            print(f'[Warning] {n_diff_input_output} output_ids are not the same as the input_ids')
+        outputs = tokenizer.batch_decode(output_ids[:, input_token_len:], skip_special_tokens=True)[0]
+        outputs = outputs.strip()
+        if outputs.endswith(stop_str):
+            outputs = outputs[:-len(stop_str)]
+        outputs = outputs.strip()
+
+        print('response', outputs)
+        return outputs, state
+
diff --git a/llava/serve/gradio_web_server.py b/llava/serve/gradio_web_server.py
new file mode 100644
index 0000000000000000000000000000000000000000..2c6a5335490df14d550f41b682d8ecf76f10b4c4
--- /dev/null
+++ b/llava/serve/gradio_web_server.py
@@ -0,0 +1,257 @@
+import shutil
+import subprocess
+
+import torch
+import gradio as gr
+from fastapi import FastAPI
+import os
+from PIL import Image
+import tempfile
+from decord import VideoReader, cpu
+from transformers import TextStreamer
+
+from llava.constants import DEFAULT_X_TOKEN, X_TOKEN_INDEX
+from llava.conversation import conv_templates, SeparatorStyle, Conversation
+from llava.serve.gradio_utils import Chat, tos_markdown, learn_more_markdown, title_markdown, block_css
+
+
+def save_image_to_local(image):
+    filename = os.path.join('temp', next(tempfile._get_candidate_names()) + '.jpg')
+    image = Image.open(image)
+    image.save(filename)
+    # print(filename)
+    return filename
+
+
+def save_video_to_local(video_path):
+    filename = os.path.join('temp', next(tempfile._get_candidate_names()) + '.mp4')
+    shutil.copyfile(video_path, filename)
+    return filename
+
+
+def generate(image1, video, textbox_in, first_run, state, state_, images_tensor):
+    flag = 1
+    if not textbox_in:
+        if len(state_.messages) > 0:
+            textbox_in = state_.messages[-1][1]
+            state_.messages.pop(-1)
+            flag = 0
+        else:
+            return "Please enter instruction"
+
+    image1 = image1 if image1 else "none"
+    video = video if video else "none"
+    # assert not (os.path.exists(image1) and os.path.exists(video))
+
+    if type(state) is not Conversation:
+        state = conv_templates[conv_mode].copy()
+        state_ = conv_templates[conv_mode].copy()
+        images_tensor = [[], []]
+
+    first_run = False if len(state.messages) > 0 else True
+
+    text_en_in = textbox_in.replace("picture", "image")
+
+    # images_tensor = [[], []]
+    image_processor = handler.image_processor
+    if os.path.exists(image1) and not os.path.exists(video):
+        tensor = image_processor.preprocess(image1, return_tensors='pt')['pixel_values'][0]
+        # print(tensor.shape)
+        tensor = tensor.to(handler.model.device, dtype=dtype)
+        images_tensor[0] = images_tensor[0] + [tensor]
+        images_tensor[1] = images_tensor[1] + ['image']
+    video_processor = handler.video_processor
+    if not os.path.exists(image1) and os.path.exists(video):
+        tensor = video_processor(video, return_tensors='pt')['pixel_values'][0]
+        # print(tensor.shape)
+        tensor = tensor.to(handler.model.device, dtype=dtype)
+        images_tensor[0] = images_tensor[0] + [tensor]
+        images_tensor[1] = images_tensor[1] + ['video']
+    if os.path.exists(image1) and os.path.exists(video):
+        tensor = video_processor(video, return_tensors='pt')['pixel_values'][0]
+        # print(tensor.shape)
+        tensor = tensor.to(handler.model.device, dtype=dtype)
+        images_tensor[0] = images_tensor[0] + [tensor]
+        images_tensor[1] = images_tensor[1] + ['video']
+        
+        
+        tensor = image_processor.preprocess(image1, return_tensors='pt')['pixel_values'][0]
+        # print(tensor.shape)
+        tensor = tensor.to(handler.model.device, dtype=dtype)
+        images_tensor[0] = images_tensor[0] + [tensor]
+        images_tensor[1] = images_tensor[1] + ['image']
+        
+
+
+    if os.path.exists(image1) and not os.path.exists(video):
+        text_en_in = DEFAULT_X_TOKEN['IMAGE'] + '\n' + text_en_in
+    if not os.path.exists(image1) and os.path.exists(video):
+        text_en_in = DEFAULT_X_TOKEN['VIDEO'] + '\n' + text_en_in
+    if os.path.exists(image1) and os.path.exists(video):
+        text_en_in = DEFAULT_X_TOKEN['VIDEO'] + '\n' + text_en_in + '\n' + DEFAULT_X_TOKEN['IMAGE']
+
+    text_en_out, state_ = handler.generate(images_tensor, text_en_in, first_run=first_run, state=state_)
+    state_.messages[-1] = (state_.roles[1], text_en_out)
+
+    text_en_out = text_en_out.split('#')[0]
+    textbox_out = text_en_out
+
+    show_images = ""
+    if os.path.exists(image1):
+        filename = save_image_to_local(image1)
+        show_images += f'<img src="./file={filename}" style="display: inline-block;width: 250px;max-height: 400px;">'
+    if os.path.exists(video):
+        filename = save_video_to_local(video)
+        show_images += f'<video controls playsinline width="500" style="display: inline-block;"  src="./file={filename}"></video>'
+
+    if flag:
+        state.append_message(state.roles[0], textbox_in + "\n" + show_images)
+    state.append_message(state.roles[1], textbox_out)
+
+    return (state, state_, state.to_gradio_chatbot(), False, gr.update(value=None, interactive=True), images_tensor, gr.update(value=image1 if os.path.exists(image1) else None, interactive=True), gr.update(value=video if os.path.exists(video) else None, interactive=True))
+
+def regenerate(state, state_):
+    state.messages.pop(-1)
+    state_.messages.pop(-1)
+    if len(state.messages) > 0:
+        return state, state_, state.to_gradio_chatbot(), False
+    return (state, state_, state.to_gradio_chatbot(), True)
+
+
+def clear_history(state, state_):
+    state = conv_templates[conv_mode].copy()
+    state_ = conv_templates[conv_mode].copy()
+    return (gr.update(value=None, interactive=True),
+        gr.update(value=None, interactive=True),\
+        gr.update(value=None, interactive=True),\
+        True, state, state_, state.to_gradio_chatbot(), [[], []])
+
+
+
+conv_mode = "llava_v1"
+model_path = 'LanguageBind/Video-LLaVA-7B'
+device = 'cuda'
+load_8bit = False
+load_4bit = True
+dtype = torch.float16
+handler = Chat(model_path, conv_mode=conv_mode, load_8bit=load_8bit, load_4bit=load_8bit, device=device)
+# handler.model.to(dtype=dtype)
+if not os.path.exists("temp"):
+    os.makedirs("temp")
+
+app = FastAPI()
+
+textbox = gr.Textbox(
+        show_label=False, placeholder="Enter text and press ENTER", container=False
+    )
+with gr.Blocks(title='Video-LLaVA🚀', theme=gr.themes.Default(), css=block_css) as demo:
+    gr.Markdown(title_markdown)
+    state = gr.State()
+    state_ = gr.State()
+    first_run = gr.State()
+    images_tensor = gr.State()
+
+    with gr.Row():
+        with gr.Column(scale=3):
+            image1 = gr.Image(label="Input Image", type="filepath")
+            video = gr.Video(label="Input Video")
+
+            cur_dir = os.path.dirname(os.path.abspath(__file__))
+            gr.Examples(
+                examples=[
+                    [
+                        f"{cur_dir}/examples/extreme_ironing.jpg",
+                        "What is unusual about this image?",
+                    ],
+                    [
+                        f"{cur_dir}/examples/waterview.jpg",
+                        "What are the things I should be cautious about when I visit here?",
+                    ],
+                    [
+                        f"{cur_dir}/examples/glove.jpg",
+                        "What happens when the glove drops?",
+                    ],
+                    [
+                        f"{cur_dir}/examples/desert.jpg",
+                        "If there are factual errors in the questions, point it out; if not, proceed answering the question. What’s happening in the desert?",
+                    ],
+                ],
+                inputs=[image1, textbox],
+            )
+
+        with gr.Column(scale=7):
+            chatbot = gr.Chatbot(label="Video-LLaVA", bubble_full_width=True).style(height=850)
+            with gr.Row():
+                with gr.Column(scale=8):
+                    textbox.render()
+                with gr.Column(scale=1, min_width=50):
+                    submit_btn = gr.Button(
+                        value="Send", variant="primary", interactive=True
+                    )
+            with gr.Row(elem_id="buttons") as button_row:
+                upvote_btn = gr.Button(value="👍  Upvote", interactive=True)
+                downvote_btn = gr.Button(value="👎  Downvote", interactive=True)
+                flag_btn = gr.Button(value="⚠️  Flag", interactive=True)
+                # stop_btn = gr.Button(value="⏹️  Stop Generation", interactive=False)
+                regenerate_btn = gr.Button(value="🔄  Regenerate", interactive=True)
+                clear_btn = gr.Button(value="🗑️  Clear history", interactive=True)
+
+    with gr.Row():
+        gr.Examples(
+            examples=[
+                [
+                    f"{cur_dir}/examples/sample_img_22.png",
+                    f"{cur_dir}/examples/sample_demo_22.mp4",
+                    "Are the instruments in the pictures used in the video?",
+                ],
+                [
+                    f"{cur_dir}/examples/sample_img_13.png",
+                    f"{cur_dir}/examples/sample_demo_13.mp4",
+                    "Does the flag in the image appear in the video?",
+                ],
+                [
+                    f"{cur_dir}/examples/sample_img_8.png",
+                    f"{cur_dir}/examples/sample_demo_8.mp4",
+                    "Are the image and the video depicting the same place?",
+                ],
+            ],
+            inputs=[image1, video, textbox],
+        )
+        gr.Examples(
+            examples=[
+                [
+                    f"{cur_dir}/examples/sample_demo_1.mp4",
+                    "Why is this video funny?",
+                ],
+                [
+                    f"{cur_dir}/examples/sample_demo_3.mp4",
+                    "Can you identify any safety hazards in this video?"
+                ],
+                [
+                    f"{cur_dir}/examples/sample_demo_9.mp4",
+                    "Describe the video.",
+                ],
+                [
+                    f"{cur_dir}/examples/sample_demo_22.mp4",
+                    "Describe the activity in the video.",
+                ],
+            ],
+            inputs=[video, textbox],
+        )
+    gr.Markdown(tos_markdown)
+    gr.Markdown(learn_more_markdown)
+
+    submit_btn.click(generate, [image1, video, textbox, first_run, state, state_, images_tensor],
+                     [state, state_, chatbot, first_run, textbox, images_tensor, image1, video])
+
+    regenerate_btn.click(regenerate, [state, state_], [state, state_, chatbot, first_run]).then(
+        generate, [image1, video, textbox, first_run, state, state_, images_tensor], [state, state_, chatbot, first_run, textbox, images_tensor, image1, video])
+
+    clear_btn.click(clear_history, [state, state_],
+                    [image1, video, textbox, first_run, state, state_, chatbot, images_tensor])
+
+# app = gr.mount_gradio_app(app, demo, path="/")
+demo.launch()
+
+
+# uvicorn llava.serve.gradio_web_server:app
diff --git a/llava/serve/model_worker.py b/llava/serve/model_worker.py
new file mode 100644
index 0000000000000000000000000000000000000000..a7bcd0829d0120c4359400b958fc3ad6c6867f9c
--- /dev/null
+++ b/llava/serve/model_worker.py
@@ -0,0 +1,285 @@
+"""
+A model worker executes the model.
+"""
+import argparse
+import asyncio
+import json
+import time
+import threading
+import uuid
+
+from fastapi import FastAPI, Request, BackgroundTasks
+from fastapi.responses import StreamingResponse
+import requests
+import torch
+import uvicorn
+from functools import partial
+
+from llava.constants import WORKER_HEART_BEAT_INTERVAL
+from llava.utils import (build_logger, server_error_msg,
+    pretty_print_semaphore)
+from llava.model.builder import load_pretrained_model
+from llava.mm_utils import process_images, load_image_from_base64, tokenizer_image_token, KeywordsStoppingCriteria
+from llava.constants import IMAGE_TOKEN_INDEX, DEFAULT_IMAGE_TOKEN, DEFAULT_IM_START_TOKEN, DEFAULT_IM_END_TOKEN
+from transformers import TextIteratorStreamer
+from threading import Thread
+
+
+GB = 1 << 30
+
+worker_id = str(uuid.uuid4())[:6]
+logger = build_logger("model_worker", f"model_worker_{worker_id}.log")
+global_counter = 0
+
+model_semaphore = None
+
+
+def heart_beat_worker(controller):
+
+    while True:
+        time.sleep(WORKER_HEART_BEAT_INTERVAL)
+        controller.send_heart_beat()
+
+
+class ModelWorker:
+    def __init__(self, controller_addr, worker_addr,
+                 worker_id, no_register,
+                 model_path, model_base, model_name,
+                 load_8bit, load_4bit, device):
+        self.controller_addr = controller_addr
+        self.worker_addr = worker_addr
+        self.worker_id = worker_id
+        if model_path.endswith("/"):
+            model_path = model_path[:-1]
+        if model_name is None:
+            model_paths = model_path.split("/")
+            if model_paths[-1].startswith('checkpoint-'):
+                self.model_name = model_paths[-2] + "_" + model_paths[-1]
+            else:
+                self.model_name = model_paths[-1]
+        else:
+            self.model_name = model_name
+
+        self.device = device
+        logger.info(f"Loading the model {self.model_name} on worker {worker_id} ...")
+        self.tokenizer, self.model, self.image_processor, self.context_len = load_pretrained_model(
+            model_path, model_base, self.model_name, load_8bit, load_4bit, device=self.device)
+        self.is_multimodal = 'llava' in self.model_name.lower()
+
+        if not no_register:
+            self.register_to_controller()
+            self.heart_beat_thread = threading.Thread(
+                target=heart_beat_worker, args=(self,))
+            self.heart_beat_thread.start()
+
+    def register_to_controller(self):
+        logger.info("Register to controller")
+
+        url = self.controller_addr + "/register_worker"
+        data = {
+            "worker_name": self.worker_addr,
+            "check_heart_beat": True,
+            "worker_status": self.get_status()
+        }
+        r = requests.post(url, json=data)
+        assert r.status_code == 200
+
+    def send_heart_beat(self):
+        logger.info(f"Send heart beat. Models: {[self.model_name]}. "
+                    f"Semaphore: {pretty_print_semaphore(model_semaphore)}. "
+                    f"global_counter: {global_counter}")
+
+        url = self.controller_addr + "/receive_heart_beat"
+
+        while True:
+            try:
+                ret = requests.post(url, json={
+                    "worker_name": self.worker_addr,
+                    "queue_length": self.get_queue_length()}, timeout=5)
+                exist = ret.json()["exist"]
+                break
+            except requests.exceptions.RequestException as e:
+                logger.error(f"heart beat error: {e}")
+            time.sleep(5)
+
+        if not exist:
+            self.register_to_controller()
+
+    def get_queue_length(self):
+        if model_semaphore is None:
+            return 0
+        else:
+            return args.limit_model_concurrency - model_semaphore._value + (len(
+                model_semaphore._waiters) if model_semaphore._waiters is not None else 0)
+
+    def get_status(self):
+        return {
+            "model_names": [self.model_name],
+            "speed": 1,
+            "queue_length": self.get_queue_length(),
+        }
+
+    @torch.inference_mode()
+    def generate_stream(self, params):
+        tokenizer, model, image_processor = self.tokenizer, self.model, self.image_processor
+
+        prompt = params["prompt"]
+        ori_prompt = prompt
+        images = params.get("images", None)
+        num_image_tokens = 0
+        if images is not None and len(images) > 0 and self.is_multimodal:
+            if len(images) > 0:
+                if len(images) != prompt.count(DEFAULT_IMAGE_TOKEN):
+                    raise ValueError("Number of images does not match number of <image> tokens in prompt")
+
+                images = [load_image_from_base64(image) for image in images]
+                images = process_images(images, image_processor, model.config)
+
+                if type(images) is list:
+                    images = [image.to(self.model.device, dtype=torch.float16) for image in images]
+                else:
+                    images = images.to(self.model.device, dtype=torch.float16)
+
+                replace_token = DEFAULT_IMAGE_TOKEN
+                if getattr(self.model.config, 'mm_use_im_start_end', False):
+                    replace_token = DEFAULT_IM_START_TOKEN + replace_token + DEFAULT_IM_END_TOKEN
+                prompt = prompt.replace(DEFAULT_IMAGE_TOKEN, replace_token)
+
+                num_image_tokens = prompt.count(replace_token) * model.get_vision_tower().num_patches
+            else:
+                images = None
+            image_args = {"images": images}
+        else:
+            images = None
+            image_args = {}
+
+        temperature = float(params.get("temperature", 1.0))
+        top_p = float(params.get("top_p", 1.0))
+        max_context_length = getattr(model.config, 'max_position_embeddings', 2048)
+        max_new_tokens = min(int(params.get("max_new_tokens", 256)), 1024)
+        stop_str = params.get("stop", None)
+        do_sample = True if temperature > 0.001 else False
+
+        input_ids = tokenizer_image_token(prompt, tokenizer, IMAGE_TOKEN_INDEX, return_tensors='pt').unsqueeze(0).to(self.device)
+        keywords = [stop_str]
+        stopping_criteria = KeywordsStoppingCriteria(keywords, tokenizer, input_ids)
+        streamer = TextIteratorStreamer(tokenizer, skip_prompt=True, skip_special_tokens=True, timeout=15)
+
+        max_new_tokens = min(max_new_tokens, max_context_length - input_ids.shape[-1] - num_image_tokens)
+
+        if max_new_tokens < 1:
+            yield json.dumps({"text": ori_prompt + "Exceeds max token length. Please start a new conversation, thanks.", "error_code": 0}).encode() + b"\0"
+            return
+
+        thread = Thread(target=model.generate, kwargs=dict(
+            inputs=input_ids,
+            do_sample=do_sample,
+            temperature=temperature,
+            top_p=top_p,
+            max_new_tokens=max_new_tokens,
+            streamer=streamer,
+            stopping_criteria=[stopping_criteria],
+            use_cache=True,
+            **image_args
+        ))
+        thread.start()
+
+        generated_text = ori_prompt
+        for new_text in streamer:
+            generated_text += new_text
+            if generated_text.endswith(stop_str):
+                generated_text = generated_text[:-len(stop_str)]
+            yield json.dumps({"text": generated_text, "error_code": 0}).encode() + b"\0"
+
+    def generate_stream_gate(self, params):
+        try:
+            for x in self.generate_stream(params):
+                yield x
+        except ValueError as e:
+            print("Caught ValueError:", e)
+            ret = {
+                "text": server_error_msg,
+                "error_code": 1,
+            }
+            yield json.dumps(ret).encode() + b"\0"
+        except torch.cuda.CudaError as e:
+            print("Caught torch.cuda.CudaError:", e)
+            ret = {
+                "text": server_error_msg,
+                "error_code": 1,
+            }
+            yield json.dumps(ret).encode() + b"\0"
+        except Exception as e:
+            print("Caught Unknown Error", e)
+            ret = {
+                "text": server_error_msg,
+                "error_code": 1,
+            }
+            yield json.dumps(ret).encode() + b"\0"
+
+
+app = FastAPI()
+
+
+def release_model_semaphore(fn=None):
+    model_semaphore.release()
+    if fn is not None:
+        fn()
+
+
+@app.post("/worker_generate_stream")
+async def generate_stream(request: Request):
+    global model_semaphore, global_counter
+    global_counter += 1
+    params = await request.json()
+
+    if model_semaphore is None:
+        model_semaphore = asyncio.Semaphore(args.limit_model_concurrency)
+    await model_semaphore.acquire()
+    worker.send_heart_beat()
+    generator = worker.generate_stream_gate(params)
+    background_tasks = BackgroundTasks()
+    background_tasks.add_task(partial(release_model_semaphore, fn=worker.send_heart_beat))
+    return StreamingResponse(generator, background=background_tasks)
+
+
+@app.post("/worker_get_status")
+async def get_status(request: Request):
+    return worker.get_status()
+
+
+if __name__ == "__main__":
+    parser = argparse.ArgumentParser()
+    parser.add_argument("--host", type=str, default="localhost")
+    parser.add_argument("--port", type=int, default=21002)
+    parser.add_argument("--worker-address", type=str,
+        default="http://localhost:21002")
+    parser.add_argument("--controller-address", type=str,
+        default="http://localhost:21001")
+    parser.add_argument("--model-path", type=str, default="facebook/opt-350m")
+    parser.add_argument("--model-base", type=str, default=None)
+    parser.add_argument("--model-name", type=str)
+    parser.add_argument("--device", type=str, default="cuda")
+    parser.add_argument("--multi-modal", action="store_true", help="Multimodal mode is automatically detected with model name, please make sure `llava` is included in the model path.")
+    parser.add_argument("--limit-model-concurrency", type=int, default=5)
+    parser.add_argument("--stream-interval", type=int, default=1)
+    parser.add_argument("--no-register", action="store_true")
+    parser.add_argument("--load-8bit", action="store_true")
+    parser.add_argument("--load-4bit", action="store_true")
+    args = parser.parse_args()
+    logger.info(f"args: {args}")
+
+    if args.multi_modal:
+        logger.warning("Multimodal mode is automatically detected with model name, please make sure `llava` is included in the model path.")
+
+    worker = ModelWorker(args.controller_address,
+                         args.worker_address,
+                         worker_id,
+                         args.no_register,
+                         args.model_path,
+                         args.model_base,
+                         args.model_name,
+                         args.load_8bit,
+                         args.load_4bit,
+                         args.device)
+    uvicorn.run(app, host=args.host, port=args.port, log_level="info")
diff --git a/llava/serve/register_worker.py b/llava/serve/register_worker.py
new file mode 100644
index 0000000000000000000000000000000000000000..2c2c40295e0351f25709ba25554c9329f15bf0d2
--- /dev/null
+++ b/llava/serve/register_worker.py
@@ -0,0 +1,26 @@
+"""
+Manually register workers.
+
+Usage:
+python3 -m fastchat.serve.register_worker --controller http://localhost:21001 --worker-name http://localhost:21002
+"""
+
+import argparse
+
+import requests
+
+if __name__ == "__main__":
+    parser = argparse.ArgumentParser()
+    parser.add_argument("--controller-address", type=str)
+    parser.add_argument("--worker-name", type=str)
+    parser.add_argument("--check-heart-beat", action="store_true")
+    args = parser.parse_args()
+
+    url = args.controller_address + "/register_worker"
+    data = {
+        "worker_name": args.worker_name,
+        "check_heart_beat": args.check_heart_beat,
+        "worker_status": None,
+    }
+    r = requests.post(url, json=data)
+    assert r.status_code == 200
diff --git a/llava/serve/test_message.py b/llava/serve/test_message.py
new file mode 100644
index 0000000000000000000000000000000000000000..6b090faed0e630b03b2294545050f1f4f5032cad
--- /dev/null
+++ b/llava/serve/test_message.py
@@ -0,0 +1,62 @@
+import argparse
+import json
+
+import requests
+
+from llava.conversation import default_conversation
+
+
+def main():
+    if args.worker_address:
+        worker_addr = args.worker_address
+    else:
+        controller_addr = args.controller_address
+        ret = requests.post(controller_addr + "/refresh_all_workers")
+        ret = requests.post(controller_addr + "/list_models")
+        models = ret.json()["models"]
+        models.sort()
+        print(f"Models: {models}")
+
+        ret = requests.post(controller_addr + "/get_worker_address",
+            json={"model": args.model_name})
+        worker_addr = ret.json()["address"]
+        print(f"worker_addr: {worker_addr}")
+
+    if worker_addr == "":
+        return
+
+    conv = default_conversation.copy()
+    conv.append_message(conv.roles[0], args.message)
+    prompt = conv.get_prompt()
+
+    headers = {"User-Agent": "LLaVA Client"}
+    pload = {
+        "model": args.model_name,
+        "prompt": prompt,
+        "max_new_tokens": args.max_new_tokens,
+        "temperature": 0.7,
+        "stop": conv.sep,
+    }
+    response = requests.post(worker_addr + "/worker_generate_stream", headers=headers,
+            json=pload, stream=True)
+
+    print(prompt.replace(conv.sep, "\n"), end="")
+    for chunk in response.iter_lines(chunk_size=8192, decode_unicode=False, delimiter=b"\0"):
+        if chunk:
+            data = json.loads(chunk.decode("utf-8"))
+            output = data["text"].split(conv.sep)[-1]
+            print(output, end="\r")
+    print("")
+
+
+if __name__ == "__main__":
+    parser = argparse.ArgumentParser()
+    parser.add_argument("--controller-address", type=str, default="http://localhost:21001")
+    parser.add_argument("--worker-address", type=str)
+    parser.add_argument("--model-name", type=str, default="facebook/opt-350m")
+    parser.add_argument("--max-new-tokens", type=int, default=32)
+    parser.add_argument("--message", type=str, default=
+        "Tell me a story with more than 1000 words.")
+    args = parser.parse_args()
+
+    main()
diff --git a/llava/train/llama_flash_attn_monkey_patch.py b/llava/train/llama_flash_attn_monkey_patch.py
new file mode 100644
index 0000000000000000000000000000000000000000..31db2eff8d1c4b3ae645583dfc5e156e818b6f1c
--- /dev/null
+++ b/llava/train/llama_flash_attn_monkey_patch.py
@@ -0,0 +1,115 @@
+from typing import Optional, Tuple
+import warnings
+
+import torch
+
+import transformers
+from transformers.models.llama.modeling_llama import apply_rotary_pos_emb, repeat_kv
+
+try:
+    from flash_attn.flash_attn_interface import flash_attn_unpadded_qkvpacked_func
+except ImportError:
+    from flash_attn.flash_attn_interface import flash_attn_varlen_qkvpacked_func as flash_attn_unpadded_qkvpacked_func
+from flash_attn.bert_padding import unpad_input, pad_input
+
+
+def forward(
+    self,
+    hidden_states: torch.Tensor,
+    attention_mask: Optional[torch.Tensor] = None,
+    position_ids: Optional[torch.Tensor] = None,
+    past_key_value: Optional[Tuple[torch.Tensor]] = None,
+    output_attentions: bool = False,
+    use_cache: bool = False,
+) -> Tuple[torch.Tensor, Optional[torch.Tensor], Optional[Tuple[torch.Tensor]]]:
+    if output_attentions:
+        warnings.warn(
+            "Output attentions is not supported for patched `LlamaAttention`, returning `None` instead."
+        )
+
+    bsz, q_len, _ = hidden_states.size()
+
+    query_states = (
+        self.q_proj(hidden_states)
+        .view(bsz, q_len, self.num_heads, self.head_dim)
+        .transpose(1, 2)
+    )
+    key_states = (
+        self.k_proj(hidden_states)
+        .view(bsz, q_len, self.num_key_value_heads, self.head_dim)
+        .transpose(1, 2)
+    )
+    value_states = (
+        self.v_proj(hidden_states)
+        .view(bsz, q_len, self.num_key_value_heads, self.head_dim)
+        .transpose(1, 2)
+    )  # shape: (b, num_heads, s, head_dim)
+
+    kv_seq_len = key_states.shape[-2]
+    if past_key_value is not None:
+        kv_seq_len += past_key_value[0].shape[-2]
+
+    cos, sin = self.rotary_emb(value_states, seq_len=kv_seq_len)
+    query_states, key_states = apply_rotary_pos_emb(
+        query_states, key_states, cos, sin, position_ids
+    )
+
+    if past_key_value is not None:
+        # reuse k, v
+        key_states = torch.cat([past_key_value[0], key_states], dim=2)
+        value_states = torch.cat([past_key_value[1], value_states], dim=2)
+
+    past_key_value = (key_states, value_states) if use_cache else None
+
+    # repeat k/v heads if n_kv_heads < n_heads
+    key_states = repeat_kv(key_states, self.num_key_value_groups)
+    value_states = repeat_kv(value_states, self.num_key_value_groups)
+
+    # Transform the data into the format required by flash attention
+    qkv = torch.stack([query_states, key_states, value_states], dim=2)
+    qkv = qkv.transpose(1, 3)  # shape: [b, s, 3, num_heads, head_dim]
+    key_padding_mask = attention_mask
+
+    if key_padding_mask is None:
+        qkv = qkv.reshape(-1, 3, self.num_heads, self.head_dim)
+        cu_q_lens = torch.arange(
+            0, (bsz + 1) * q_len, step=q_len, dtype=torch.int32, device=qkv.device
+        )
+        max_s = q_len
+        output = flash_attn_unpadded_qkvpacked_func(
+            qkv, cu_q_lens, max_s, 0.0, softmax_scale=None, causal=True
+        )
+        output = output.view(bsz, q_len, -1)
+    else:
+        qkv = qkv.reshape(bsz, q_len, -1)
+        qkv, indices, cu_q_lens, max_s = unpad_input(qkv, key_padding_mask)
+        qkv = qkv.view(-1, 3, self.num_heads, self.head_dim)
+        output_unpad = flash_attn_unpadded_qkvpacked_func(
+            qkv, cu_q_lens, max_s, 0.0, softmax_scale=None, causal=True
+        )
+        output_unpad = output_unpad.reshape(-1, self.num_heads * self.head_dim)
+        output = pad_input(output_unpad, indices, bsz, q_len)
+
+    return self.o_proj(output), None, past_key_value
+
+
+# Disable the transformation of the attention mask in LlamaModel as the flash attention
+# requires the attention mask to be the same as the key_padding_mask
+def _prepare_decoder_attention_mask(
+    self, attention_mask, input_shape, inputs_embeds, past_key_values_length
+):
+    # [bsz, seq_len]
+    return attention_mask
+
+
+def replace_llama_attn_with_flash_attn():
+    cuda_major, cuda_minor = torch.cuda.get_device_capability()
+    if cuda_major < 8:
+        warnings.warn(
+            "Flash attention is only supported on A100 or H100 GPU during training due to head dim > 64 backward."
+            "ref: https://github.com/HazyResearch/flash-attention/issues/190#issuecomment-1523359593"
+        )
+    transformers.models.llama.modeling_llama.LlamaModel._prepare_decoder_attention_mask = (
+        _prepare_decoder_attention_mask
+    )
+    transformers.models.llama.modeling_llama.LlamaAttention.forward = forward
diff --git a/llava/train/llama_xformers_attn_monkey_patch.py b/llava/train/llama_xformers_attn_monkey_patch.py
new file mode 100644
index 0000000000000000000000000000000000000000..a5c65da2ee5135aa3955e3cfbe876618c8bea139
--- /dev/null
+++ b/llava/train/llama_xformers_attn_monkey_patch.py
@@ -0,0 +1,129 @@
+"""
+Directly copied the code from https://raw.githubusercontent.com/oobabooga/text-generation-webui/main/modules/llama_attn_hijack.py and made some adjustments
+"""
+
+import logging
+import math
+from typing import Optional, Tuple
+
+import torch
+import transformers.models.llama.modeling_llama
+from torch import nn
+
+try:
+    import xformers.ops
+except ImportError:
+    logging.error("xformers not found! Please install it before trying to use it.")
+
+
+def replace_llama_attn_with_xformers_attn():
+    transformers.models.llama.modeling_llama.LlamaAttention.forward = xformers_forward
+
+
+def xformers_forward(
+    self,
+    hidden_states: torch.Tensor,
+    attention_mask: Optional[torch.Tensor] = None,
+    position_ids: Optional[torch.LongTensor] = None,
+    past_key_value: Optional[Tuple[torch.Tensor]] = None,
+    output_attentions: bool = False,
+    use_cache: bool = False,
+) -> Tuple[torch.Tensor, Optional[torch.Tensor], Optional[Tuple[torch.Tensor]]]:
+    # pylint: disable=duplicate-code
+    bsz, q_len, _ = hidden_states.size()
+
+    query_states = (
+        self.q_proj(hidden_states)
+        .view(bsz, q_len, self.num_heads, self.head_dim)
+        .transpose(1, 2)
+    )
+    key_states = (
+        self.k_proj(hidden_states)
+        .view(bsz, q_len, self.num_heads, self.head_dim)
+        .transpose(1, 2)
+    )
+    value_states = (
+        self.v_proj(hidden_states)
+        .view(bsz, q_len, self.num_heads, self.head_dim)
+        .transpose(1, 2)
+    )
+
+    kv_seq_len = key_states.shape[-2]
+    if past_key_value is not None:
+        kv_seq_len += past_key_value[0].shape[-2]
+    cos, sin = self.rotary_emb(value_states, seq_len=kv_seq_len)
+    (
+        query_states,
+        key_states,
+    ) = transformers.models.llama.modeling_llama.apply_rotary_pos_emb(
+        query_states, key_states, cos, sin, position_ids
+    )
+    # [bsz, nh, t, hd]
+
+    if past_key_value is not None:
+        # reuse k, v, self_attention
+        key_states = torch.cat([past_key_value[0], key_states], dim=2)
+        value_states = torch.cat([past_key_value[1], value_states], dim=2)
+
+    past_key_value = (key_states, value_states) if use_cache else None
+
+    # We only apply xformers optimizations if we don't need to output the whole attention matrix
+    if not output_attentions:
+        query_states = query_states.transpose(1, 2)
+        key_states = key_states.transpose(1, 2)
+        value_states = value_states.transpose(1, 2)
+
+        # This is a nasty hack. We know attention_mask in transformers is either LowerTriangular or all Zeros.
+        # We therefore check if one element in the upper triangular portion is zero. If it is, then the mask is all zeros.
+        if attention_mask is None or attention_mask[0, 0, 0, 1] == 0:
+            # input and output should be of form (bsz, q_len, num_heads, head_dim)
+            attn_output = xformers.ops.memory_efficient_attention(
+                query_states, key_states, value_states, attn_bias=None
+            )
+        else:
+            # input and output should be of form (bsz, q_len, num_heads, head_dim)
+            attn_output = xformers.ops.memory_efficient_attention(
+                query_states,
+                key_states,
+                value_states,
+                attn_bias=xformers.ops.LowerTriangularMask(),
+            )
+        attn_weights = None
+    else:
+        attn_weights = torch.matmul(
+            query_states, key_states.transpose(2, 3)
+        ) / math.sqrt(self.head_dim)
+
+        if attn_weights.size() != (bsz, self.num_heads, q_len, kv_seq_len):
+            raise ValueError(
+                f"Attention weights should be of size {(bsz * self.num_heads, q_len, kv_seq_len)}, but is"
+                f" {attn_weights.size()}"
+            )
+
+        if attention_mask is not None:
+            if attention_mask.size() != (bsz, 1, q_len, kv_seq_len):
+                raise ValueError(
+                    f"Attention mask should be of size {(bsz, 1, q_len, kv_seq_len)}, but is {attention_mask.size()}"
+                )
+            attn_weights = attn_weights + attention_mask
+            attn_weights = torch.max(
+                attn_weights, torch.tensor(torch.finfo(attn_weights.dtype).min)
+            )
+
+        # upcast attention to fp32
+        attn_weights = nn.functional.softmax(
+            attn_weights, dim=-1, dtype=torch.float32
+        ).to(query_states.dtype)
+        attn_output = torch.matmul(attn_weights, value_states)
+
+        if attn_output.size() != (bsz, self.num_heads, q_len, self.head_dim):
+            raise ValueError(
+                f"`attn_output` should be of size {(bsz, self.num_heads, q_len, self.head_dim)}, but is"
+                f" {attn_output.size()}"
+            )
+
+        attn_output = attn_output.transpose(1, 2)
+
+    attn_output = attn_output.reshape(bsz, q_len, self.hidden_size)
+    attn_output = self.o_proj(attn_output)
+    return attn_output, attn_weights, past_key_value
\ No newline at end of file
diff --git a/llava/train/llava_trainer.py b/llava/train/llava_trainer.py
new file mode 100644
index 0000000000000000000000000000000000000000..61e8a5c5102fcb67bf4df5547b5e243365d1d10f
--- /dev/null
+++ b/llava/train/llava_trainer.py
@@ -0,0 +1,175 @@
+import os
+import torch
+
+from torch.utils.data import Sampler
+
+from transformers import Trainer
+from transformers.trainer import (
+    has_length,
+)
+from typing import List, Optional
+
+
+def maybe_zero_3(param, ignore_status=False, name=None):
+    from deepspeed import zero
+    from deepspeed.runtime.zero.partition_parameters import ZeroParamStatus
+    if hasattr(param, "ds_id"):
+        if param.ds_status == ZeroParamStatus.NOT_AVAILABLE:
+            if not ignore_status:
+                print(name, 'no ignore status')
+        with zero.GatheredParameters([param]):
+            param = param.data.detach().cpu().clone()
+    else:
+        param = param.detach().cpu().clone()
+    return param
+
+
+def get_mm_adapter_state_maybe_zero_3(named_params, keys_to_match):
+    to_return = {k: t for k, t in named_params if any(key_match in k for key_match in keys_to_match)}
+    to_return = {k: maybe_zero_3(v, ignore_status=True, name=k).cpu() for k, v in to_return.items()}
+    return to_return
+
+
+def split_to_even_chunks(indices, lengths, num_chunks):
+    """
+    Split a list of indices into `chunks` chunks of roughly equal lengths.
+    """
+
+    if len(indices) % num_chunks != 0:
+        return [indices[i::num_chunks] for i in range(num_chunks)]
+
+    num_indices_per_chunk = len(indices) // num_chunks
+
+    chunks = [[] for _ in range(num_chunks)]
+    chunks_lengths = [0 for _ in range(num_chunks)]
+    for index in indices:
+        shortest_chunk = chunks_lengths.index(min(chunks_lengths))
+        chunks[shortest_chunk].append(index)
+        chunks_lengths[shortest_chunk] += lengths[index]
+        if len(chunks[shortest_chunk]) == num_indices_per_chunk:
+            chunks_lengths[shortest_chunk] = float("inf")
+
+    return chunks
+
+
+def get_modality_length_grouped_indices(lengths, batch_size, world_size, generator=None):
+    # We need to use torch for the random part as a distributed sampler will set the random seed for torch.
+    assert all(l != 0 for l in lengths), "Should not have zero length."
+    mm_indices, mm_lengths = zip(*[(i, l) for i, l in enumerate(lengths) if l > 0])
+    lang_indices, lang_lengths = zip(*[(i, -l) for i, l in enumerate(lengths) if l < 0])
+
+    assert len(mm_indices) > 0, "Should have at least one multimodal sample."
+    assert len(lang_indices) > 0, "Should have at least one language sample."
+
+    mm_shuffle = [mm_indices[i] for i in get_length_grouped_indices(mm_lengths, batch_size, world_size, generator=None)]
+    lang_shuffle = [lang_indices[i] for i in get_length_grouped_indices(lang_lengths, batch_size, world_size, generator=None)]
+    megabatch_size = world_size * batch_size
+    mm_megabatches = [mm_shuffle[i : i + megabatch_size] for i in range(0, len(mm_shuffle), megabatch_size)]
+    lang_megabatches = [lang_shuffle[i : i + megabatch_size] for i in range(0, len(lang_shuffle), megabatch_size)]
+
+    last_mm = mm_megabatches[-1]
+    last_lang = lang_megabatches[-1]
+    additional_batch = last_mm + last_lang
+    megabatches = mm_megabatches[:-1] + lang_megabatches[:-1]
+    megabatch_indices = torch.randperm(len(megabatches), generator=generator)
+    megabatches = [megabatches[i] for i in megabatch_indices]
+
+    if len(additional_batch) >= megabatch_size:
+        megabatches = [additional_batch[:megabatch_size]] + megabatches
+        additional_batch = additional_batch[megabatch_size:]
+
+    if len(additional_batch) > 0:
+        megabatches.append(additional_batch)
+
+    return [i for megabatch in megabatches for i in megabatch]
+
+
+def get_length_grouped_indices(lengths, batch_size, world_size, generator=None, merge=True):
+    # We need to use torch for the random part as a distributed sampler will set the random seed for torch.
+    indices = torch.randperm(len(lengths), generator=generator)
+    megabatch_size = world_size * batch_size
+    megabatches = [indices[i : i + megabatch_size].tolist() for i in range(0, len(lengths), megabatch_size)]
+    megabatches = [sorted(megabatch, key=lambda i: lengths[i], reverse=True) for megabatch in megabatches]
+    megabatches = [split_to_even_chunks(megabatch, lengths, world_size) for megabatch in megabatches]
+
+    return [i for megabatch in megabatches for batch in megabatch for i in batch]
+
+
+class LengthGroupedSampler(Sampler):
+    r"""
+    Sampler that samples indices in a way that groups together features of the dataset of roughly the same length while
+    keeping a bit of randomness.
+    """
+
+    def __init__(
+        self,
+        batch_size: int,
+        world_size: int,
+        lengths: Optional[List[int]] = None,
+        generator=None,
+        group_by_modality: bool = False,
+    ):
+        if lengths is None:
+            raise ValueError("Lengths must be provided.")
+
+        self.batch_size = batch_size
+        self.world_size = world_size
+        self.lengths = lengths
+        self.generator = generator
+        self.group_by_modality = group_by_modality
+
+    def __len__(self):
+        return len(self.lengths)
+
+    def __iter__(self):
+        if self.group_by_modality:
+            indices = get_modality_length_grouped_indices(self.lengths, self.batch_size, self.world_size, generator=self.generator)
+        else:
+            indices = get_length_grouped_indices(self.lengths, self.batch_size, self.world_size, generator=self.generator)
+        return iter(indices)
+
+
+class LLaVATrainer(Trainer):
+
+    def _get_train_sampler(self) -> Optional[torch.utils.data.Sampler]:
+        if self.train_dataset is None or not has_length(self.train_dataset):
+            return None
+
+        if self.args.group_by_modality_length:
+            lengths = self.train_dataset.modality_lengths
+            return LengthGroupedSampler(
+                # self.args.train_batch_size * self.args.gradient_accumulation_steps, # TODO: seems that we should not have gradient_accumulation_steps
+                self.args.train_batch_size,
+                world_size=self.args.world_size,
+                lengths=lengths,
+                group_by_modality=True,
+            )
+        else:
+            return super()._get_train_sampler()
+
+    def _save_checkpoint(self, model, trial, metrics=None):
+        if getattr(self.args, 'tune_mm_mlp_adapter', False):
+            from transformers.trainer_utils import PREFIX_CHECKPOINT_DIR
+            checkpoint_folder = f"{PREFIX_CHECKPOINT_DIR}-{self.state.global_step}"
+
+            run_dir = self._get_output_dir(trial=trial)
+            output_dir = os.path.join(run_dir, checkpoint_folder)
+
+            # Only save Adapter
+            keys_to_match = ['mm_projector', 'vision_resampler']
+            if getattr(self.args, "use_x_start_end", False):
+                keys_to_match.extend(['embed_tokens', 'embed_in'])
+
+            weight_to_save = get_mm_adapter_state_maybe_zero_3(self.model.named_parameters(), keys_to_match)
+
+            if self.args.local_rank == 0 or self.args.local_rank == -1:
+                self.model.config.save_pretrained(output_dir)
+                torch.save(weight_to_save, os.path.join(output_dir, f'mm_projector.bin'))
+        else:
+            super(LLaVATrainer, self)._save_checkpoint(model, trial, metrics)
+
+    def _save(self, output_dir: Optional[str] = None, state_dict=None):
+        if getattr(self.args, 'tune_mm_mlp_adapter', False):
+            pass
+        else:
+            super(LLaVATrainer, self)._save(output_dir, state_dict)
diff --git a/llava/train/train.py b/llava/train/train.py
new file mode 100644
index 0000000000000000000000000000000000000000..8f3854e5e7e06b57270dca9e4d03fb90ef4ab7d7
--- /dev/null
+++ b/llava/train/train.py
@@ -0,0 +1,1082 @@
+# Adopted from https://github.com/lm-sys/FastChat. Below is the original copyright:
+# Adopted from tatsu-lab@stanford_alpaca. Below is the original copyright:
+#    Copyright 2023 Rohan Taori, Ishaan Gulrajani, Tianyi Zhang, Yann Dubois, Xuechen Li
+#
+#    Licensed under the Apache License, Version 2.0 (the "License");
+#    you may not use this file except in compliance with the License.
+#    You may obtain a copy of the License at
+#
+#        http://www.apache.org/licenses/LICENSE-2.0
+#
+#    Unless required by applicable law or agreed to in writing, software
+#    distributed under the License is distributed on an "AS IS" BASIS,
+#    WITHOUT WARRANTIES OR CONDITIONS OF ANY KIND, either express or implied.
+#    See the License for the specific language governing permissions and
+#    limitations under the License.
+
+import os
+import copy
+import random
+from dataclasses import dataclass, field
+import json
+import logging
+import pathlib
+from typing import Dict, Optional, Sequence, List
+
+import torch
+
+import transformers
+
+from llava.constants import IGNORE_INDEX, X_TOKEN_INDEX, DEFAULT_X_TOKEN, DEFAULT_X_START_TOKEN, DEFAULT_X_END_TOKEN
+from torch.utils.data import Dataset
+from llava.train.llava_trainer import LLaVATrainer
+
+from llava import conversation as conversation_lib
+from llava.model import *
+from llava.mm_utils import tokenizer_X_token
+
+from PIL import Image
+
+
+local_rank = None
+
+
+def rank0_print(*args):
+    if local_rank == 0:
+        print(*args)
+
+
+@dataclass
+class ModelArguments:
+    model_name_or_path: Optional[str] = field(default="facebook/opt-125m")
+    version: Optional[str] = field(default="v0")
+    freeze_backbone: bool = field(default=False)
+    tune_mm_mlp_adapter: bool = field(default=False)
+    X: Optional[List[str]] = field(default=None)
+    image_tower: Optional[str] = field(default=None)
+    video_tower: Optional[str] = field(default=None)
+    mm_vision_select_layer: Optional[int] = field(default=-1)   # default to the last layer
+    pretrain_mm_mlp_adapter: Optional[str] = field(default=None)
+    mm_projector_type: Optional[str] = field(default='linear')
+    mm_use_x_start_end: bool = field(default=False)
+    mm_use_x_patch_token: bool = field(default=True)
+    mm_vision_select_feature: Optional[str] = field(default="patch")
+
+
+@dataclass
+class DataArguments:
+    lazy_preprocess: bool = False
+    is_multimodal: bool = False
+    data_path: str = field(default=None,
+                           metadata={"help": "Path to the training data."})
+    image_folder: Optional[str] = field(default=None)
+    image_aspect_ratio: str = 'square'
+    image_grid_pinpoints: Optional[str] = field(default=None)
+    video_folder: Optional[str] = field(default=None)
+
+
+@dataclass
+class TrainingArguments(transformers.TrainingArguments):
+    cache_dir: Optional[str] = field(default=None)
+    optim: str = field(default="adamw_torch")
+    remove_unused_columns: bool = field(default=False)
+    freeze_mm_mlp_adapter: bool = field(default=False)
+    mpt_attn_impl: Optional[str] = field(default="triton")
+    model_max_length: int = field(
+        default=512,
+        metadata={
+            "help":
+            "Maximum sequence length. Sequences will be right padded (and possibly truncated)."
+        },
+    )
+    double_quant: bool = field(
+        default=True,
+        metadata={"help": "Compress the quantization statistics through double quantization."}
+    )
+    quant_type: str = field(
+        default="nf4",
+        metadata={"help": "Quantization data type to use. Should be one of `fp4` or `nf4`."}
+    )
+    bits: int = field(
+        default=16,
+        metadata={"help": "How many bits to use."}
+    )
+    lora_enable: bool = False
+    lora_r: int = 64
+    lora_alpha: int = 16
+    lora_dropout: float = 0.05
+    lora_weight_path: str = ""
+    lora_bias: str = "none"
+    group_by_modality_length: bool = field(default=False)
+
+
+def maybe_zero_3(param, ignore_status=False, name=None):
+    from deepspeed import zero
+    from deepspeed.runtime.zero.partition_parameters import ZeroParamStatus
+    if hasattr(param, "ds_id"):
+        if param.ds_status == ZeroParamStatus.NOT_AVAILABLE:
+            if not ignore_status:
+                logging.warning(f"{name}: param.ds_status != ZeroParamStatus.NOT_AVAILABLE: {param.ds_status}")
+        with zero.GatheredParameters([param]):
+            param = param.data.detach().cpu().clone()
+    else:
+        param = param.detach().cpu().clone()
+    return param
+
+
+# Borrowed from peft.utils.get_peft_model_state_dict
+def get_peft_state_maybe_zero_3(named_params, bias):
+    if bias == "none":
+        to_return = {k: t for k, t in named_params if "lora_" in k}
+    elif bias == "all":
+        to_return = {k: t for k, t in named_params if "lora_" in k or "bias" in k}
+    elif bias == "lora_only":
+        to_return = {}
+        maybe_lora_bias = {}
+        lora_bias_names = set()
+        for k, t in named_params:
+            if "lora_" in k:
+                to_return[k] = t
+                bias_name = k.split("lora_")[0] + "bias"
+                lora_bias_names.add(bias_name)
+            elif "bias" in k:
+                maybe_lora_bias[k] = t
+        for k, t in maybe_lora_bias:
+            if bias_name in lora_bias_names:
+                to_return[bias_name] = t
+    else:
+        raise NotImplementedError
+    to_return = {k: maybe_zero_3(v, ignore_status=True) for k, v in to_return.items()}
+    return to_return
+
+
+def get_peft_state_non_lora_maybe_zero_3(named_params, require_grad_only=True):
+    to_return = {k: t for k, t in named_params if "lora_" not in k}
+    if require_grad_only:
+        to_return = {k: t for k, t in to_return.items() if t.requires_grad}
+    to_return = {k: maybe_zero_3(v, ignore_status=True).cpu() for k, v in to_return.items()}
+    return to_return
+
+
+def get_mm_adapter_state_maybe_zero_3(named_params, keys_to_match):
+    to_return = {k: t for k, t in named_params if any(key_match in k for key_match in keys_to_match)}
+    to_return = {k: maybe_zero_3(v, ignore_status=True).cpu() for k, v in to_return.items()}
+    return to_return
+
+
+def find_all_linear_names(model):
+    cls = torch.nn.Linear
+    lora_module_names = set()
+    for name, module in model.named_modules():
+        if isinstance(module, cls):
+            names = name.split('.')
+            lora_module_names.add(names[0] if len(names) == 1 else names[-1])
+
+
+    if 'lm_head' in lora_module_names: # needed for 16-bit
+        lora_module_names.remove('lm_head')
+    return list(lora_module_names)
+
+
+def safe_save_model_for_hf_trainer(trainer: transformers.Trainer,
+                                   output_dir: str):
+    """Collects the state dict and dump to disk."""
+
+    if getattr(trainer.args, "tune_mm_mlp_adapter", False):
+        # Only save Adapter
+        keys_to_match = ['mm_projector']
+        if getattr(trainer.args, "use_im_start_end", False):
+            keys_to_match.extend(['embed_tokens', 'embed_in'])
+
+        weight_to_save = get_mm_adapter_state_maybe_zero_3(trainer.model.named_parameters(), keys_to_match)
+        trainer.model.config.save_pretrained(output_dir)
+
+        current_folder = output_dir.split('/')[-1]
+        parent_folder = os.path.dirname(output_dir)
+        if trainer.args.local_rank == 0 or trainer.args.local_rank == -1:
+            if current_folder.startswith('checkpoint-'):
+                mm_projector_folder = os.path.join(parent_folder, "mm_projector")
+                os.makedirs(mm_projector_folder, exist_ok=True)
+                torch.save(weight_to_save, os.path.join(mm_projector_folder, f'{current_folder}.bin'))
+            else:
+                torch.save(weight_to_save, os.path.join(output_dir, f'mm_projector.bin'))
+        return
+
+    if trainer.deepspeed:
+        torch.cuda.synchronize()
+        trainer.save_model(output_dir)
+        return
+
+    state_dict = trainer.model.state_dict()
+    if trainer.args.should_save:
+        cpu_state_dict = {
+            key: value.cpu()
+            for key, value in state_dict.items()
+        }
+        del state_dict
+        trainer._save(output_dir, state_dict=cpu_state_dict)  # noqa
+
+
+def smart_tokenizer_and_embedding_resize(
+    special_tokens_dict: Dict,
+    tokenizer: transformers.PreTrainedTokenizer,
+    model: transformers.PreTrainedModel,
+):
+    """Resize tokenizer and embedding.
+
+    Note: This is the unoptimized version that may make your embedding size not be divisible by 64.
+    """
+    num_new_tokens = tokenizer.add_special_tokens(special_tokens_dict)
+    model.resize_token_embeddings(len(tokenizer))
+
+    if num_new_tokens > 0:
+        input_embeddings = model.get_input_embeddings().weight.data
+        output_embeddings = model.get_output_embeddings().weight.data
+
+        input_embeddings_avg = input_embeddings[:-num_new_tokens].mean(
+            dim=0, keepdim=True)
+        output_embeddings_avg = output_embeddings[:-num_new_tokens].mean(
+            dim=0, keepdim=True)
+
+        input_embeddings[-num_new_tokens:] = input_embeddings_avg
+        output_embeddings[-num_new_tokens:] = output_embeddings_avg
+
+
+def _tokenize_fn(strings: Sequence[str],
+                 tokenizer: transformers.PreTrainedTokenizer) -> Dict:
+    """Tokenize a list of strings."""
+    tokenized_list = [
+        tokenizer(
+            text,
+            return_tensors="pt",
+            padding="longest",
+            max_length=tokenizer.model_max_length,
+            truncation=True,
+        ) for text in strings
+    ]
+    input_ids = labels = [
+        tokenized.input_ids[0] for tokenized in tokenized_list
+    ]
+    input_ids_lens = labels_lens = [
+        tokenized.input_ids.ne(tokenizer.pad_token_id).sum().item()
+        for tokenized in tokenized_list
+    ]
+    return dict(
+        input_ids=input_ids,
+        labels=labels,
+        input_ids_lens=input_ids_lens,
+        labels_lens=labels_lens,
+    )
+
+
+def _mask_targets(target, tokenized_lens, speakers):
+    # cur_idx = 0
+    cur_idx = tokenized_lens[0]
+    tokenized_lens = tokenized_lens[1:]
+    target[:cur_idx] = IGNORE_INDEX
+    for tokenized_len, speaker in zip(tokenized_lens, speakers):
+        if speaker == "human":
+            target[cur_idx+2:cur_idx + tokenized_len] = IGNORE_INDEX
+        cur_idx += tokenized_len
+
+
+def _add_speaker_and_signal(header, source, get_conversation=True):
+    """Add speaker and start/end signal on each round."""
+    BEGIN_SIGNAL = "### "
+    END_SIGNAL = "\n"
+    conversation = header
+    for sentence in source:
+        from_str = sentence["from"]
+        if from_str.lower() == "human":
+            from_str = conversation_lib.default_conversation.roles[0]
+        elif from_str.lower() == "gpt":
+            from_str = conversation_lib.default_conversation.roles[1]
+        else:
+            from_str = 'unknown'
+        sentence["value"] = (BEGIN_SIGNAL + from_str + ": " +
+                             sentence["value"] + END_SIGNAL)
+        if get_conversation:
+            conversation += sentence["value"]
+    conversation += BEGIN_SIGNAL
+    return conversation
+
+
+def preprocess_multimodal(
+    sources: Sequence[str],
+    data_args: DataArguments
+) -> Dict:
+    '''
+    [
+      {
+        "from": "human",
+        "value": "Render a clear and concise summary of the photo.\n<image>"
+      },
+      {
+        "from": "gpt",
+        "value": "select luxury furniture 3 - inch gel memory foam mattress topper"
+      }
+    ]
+    '''
+    is_multimodal = data_args.is_multimodal
+    if not is_multimodal:
+        return sources
+
+    # for source in sources:
+    #     for sentence in source:
+    #         if DEFAULT_IMAGE_TOKEN in sentence['value']:
+    #             sentence['value'] = sentence['value'].replace(DEFAULT_IMAGE_TOKEN, '').strip()
+    #             sentence['value'] = DEFAULT_IMAGE_TOKEN + '\n' + sentence['value']
+    #             sentence['value'] = sentence['value'].strip()
+    #             if "mmtag" in conversation_lib.default_conversation.version:
+    #                 sentence['value'] = sentence['value'].replace(DEFAULT_IMAGE_TOKEN, '<Image>' + DEFAULT_IMAGE_TOKEN + '</Image>')
+    #         replace_token = DEFAULT_IMAGE_TOKEN
+    #         if data_args.mm_use_im_start_end:
+    #             replace_token = DEFAULT_IM_START_TOKEN + replace_token + DEFAULT_IM_END_TOKEN
+    #         sentence["value"] = sentence["value"].replace(DEFAULT_IMAGE_TOKEN, replace_token)
+
+
+    for source in sources:
+        for sentence in source:
+            for DEFAULT_TOKEN in DEFAULT_X_TOKEN.values():
+                X = DEFAULT_TOKEN[1:-1]  # <image> to image
+                if DEFAULT_TOKEN in sentence['value']:
+                    sentence['value'] = sentence['value'].replace(DEFAULT_TOKEN, '').strip()
+                    sentence['value'] = DEFAULT_TOKEN + '\n' + sentence['value']
+                    sentence['value'] = sentence['value'].strip()
+                    if "mmtag" in conversation_lib.default_conversation.version:
+                        sentence['value'] = sentence['value'].replace(DEFAULT_TOKEN, f'<{X.capitalize()}>' + DEFAULT_TOKEN + f'</{X.capitalize()}>')
+                replace_token = DEFAULT_TOKEN
+                if data_args.mm_use_x_start_end:
+                    replace_token = DEFAULT_X_START_TOKEN[X.upper()] + replace_token + DEFAULT_X_END_TOKEN[X.upper()]
+                sentence["value"] = sentence["value"].replace(DEFAULT_TOKEN, replace_token)
+
+    return sources
+
+
+def preprocess_llama_2(
+    sources,
+    tokenizer: transformers.PreTrainedTokenizer,
+    X: str = None
+) -> Dict:
+    conv = conversation_lib.default_conversation.copy()
+    roles = {"human": conv.roles[0], "gpt": conv.roles[1]}
+
+    # Apply prompt templates
+    conversations = []
+    for i, source in enumerate(sources):
+        if roles[source[0]["from"]] != conv.roles[0]:
+            # Skip the first one if it is not from human
+            source = source[1:]
+
+        conv.messages = []
+        for j, sentence in enumerate(source):
+            role = roles[sentence["from"]]
+            assert role == conv.roles[j % 2], f"{i}"
+            conv.append_message(role, sentence["value"])
+        conversations.append(conv.get_prompt())
+
+    # Tokenize conversations
+
+    if X is not None:
+        input_ids = torch.stack([tokenizer_X_token(prompt, tokenizer, X_TOKEN_INDEX[X], return_tensors='pt') for prompt in conversations], dim=0)
+    else:
+        input_ids = tokenizer(
+            conversations,
+            return_tensors="pt",
+            padding="longest",
+            max_length=tokenizer.model_max_length,
+            truncation=True,
+        ).input_ids
+
+    targets = input_ids.clone()
+
+    assert conv.sep_style == conversation_lib.SeparatorStyle.LLAMA_2
+
+    # Mask targets
+    sep = "[/INST] "
+    for conversation, target in zip(conversations, targets):
+        total_len = int(target.ne(tokenizer.pad_token_id).sum())
+
+        rounds = conversation.split(conv.sep2)
+        cur_len = 1
+        target[:cur_len] = IGNORE_INDEX
+        for i, rou in enumerate(rounds):
+            if rou == "":
+                break
+
+            parts = rou.split(sep)
+            if len(parts) != 2:
+                break
+            parts[0] += sep
+
+            if X is not None:
+                round_len = len(tokenizer_X_token(rou, tokenizer, X_TOKEN_INDEX[X]))
+                instruction_len = len(tokenizer_X_token(parts[0], tokenizer, X_TOKEN_INDEX[X])) - 2
+            else:
+                round_len = len(tokenizer(rou).input_ids)
+                instruction_len = len(tokenizer(parts[0]).input_ids) - 2
+
+            target[cur_len : cur_len + instruction_len] = IGNORE_INDEX
+
+            cur_len += round_len
+        target[cur_len:] = IGNORE_INDEX
+
+        if cur_len < tokenizer.model_max_length:
+            if cur_len != total_len:
+                target[:] = IGNORE_INDEX
+                print(
+                    f"WARNING: tokenization mismatch: {cur_len} vs. {total_len}."
+                    f" (ignored)"
+                )
+
+    return dict(
+        input_ids=input_ids,
+        labels=targets,
+    )
+
+
+def preprocess_v1(
+    sources,
+    tokenizer: transformers.PreTrainedTokenizer,
+    X: str = None
+) -> Dict:
+    conv = conversation_lib.default_conversation.copy()
+    roles = {"human": conv.roles[0], "gpt": conv.roles[1]}
+
+    # Apply prompt templates
+    conversations = []
+    for i, source in enumerate(sources):
+        if roles[source[0]["from"]] != conv.roles[0]:
+            # Skip the first one if it is not from human
+            source = source[1:]
+
+        conv.messages = []
+        for j, sentence in enumerate(source):
+            role = roles[sentence["from"]]
+            assert role == conv.roles[j % 2], f"{i}"
+            conv.append_message(role, sentence["value"])
+        conversations.append(conv.get_prompt())
+
+    # Tokenize conversations
+
+    if X is not None:
+        input_ids = torch.stack([tokenizer_X_token(prompt, tokenizer, X_TOKEN_INDEX[X], return_tensors='pt') for prompt in conversations], dim=0)
+    else:
+        input_ids = tokenizer(
+            conversations,
+            return_tensors="pt",
+            padding="longest",
+            max_length=tokenizer.model_max_length,
+            truncation=True,
+        ).input_ids
+
+    targets = input_ids.clone()
+
+    assert conv.sep_style == conversation_lib.SeparatorStyle.TWO
+
+    # Mask targets
+    sep = conv.sep + conv.roles[1] + ": "
+    for conversation, target in zip(conversations, targets):
+        total_len = int(target.ne(tokenizer.pad_token_id).sum())
+
+        rounds = conversation.split(conv.sep2)
+        cur_len = 1
+        target[:cur_len] = IGNORE_INDEX
+        for i, rou in enumerate(rounds):
+            if rou == "":
+                break
+
+            parts = rou.split(sep)
+            if len(parts) != 2:
+                break
+            parts[0] += sep
+
+            if X is not None:
+                round_len = len(tokenizer_X_token(rou, tokenizer, X_TOKEN_INDEX[X]))
+                instruction_len = len(tokenizer_X_token(parts[0], tokenizer, X_TOKEN_INDEX[X])) - 2
+            else:
+                round_len = len(tokenizer(rou).input_ids)
+                instruction_len = len(tokenizer(parts[0]).input_ids) - 2
+
+            target[cur_len : cur_len + instruction_len] = IGNORE_INDEX
+
+            cur_len += round_len
+        target[cur_len:] = IGNORE_INDEX
+
+        if cur_len < tokenizer.model_max_length:
+            if cur_len != total_len:
+                target[:] = IGNORE_INDEX
+                print(
+                    f"WARNING: tokenization mismatch: {cur_len} vs. {total_len}."
+                    f" (ignored)"
+                )
+
+    return dict(
+        input_ids=input_ids,
+        labels=targets,
+    )
+
+
+def preprocess_mpt(
+    sources,
+    tokenizer: transformers.PreTrainedTokenizer,
+    X: str = None
+) -> Dict:
+    conv = conversation_lib.default_conversation.copy()
+    roles = {"human": conv.roles[0], "gpt": conv.roles[1]}
+
+    # Apply prompt templates
+    conversations = []
+    for i, source in enumerate(sources):
+        if roles[source[0]["from"]] != conv.roles[0]:
+            # Skip the first one if it is not from human
+            source = source[1:]
+
+        conv.messages = []
+        for j, sentence in enumerate(source):
+            role = roles[sentence["from"]]
+            assert role == conv.roles[j % 2], f"{i}"
+            conv.append_message(role, sentence["value"])
+        conversations.append(conv.get_prompt())
+
+    # Tokenize conversations
+    input_ids = torch.stack([tokenizer_X_token(prompt, tokenizer, X_TOKEN_INDEX[X], return_tensors='pt') for prompt in conversations], dim=0)
+    targets = input_ids.clone()
+    assert conv.sep_style == conversation_lib.SeparatorStyle.MPT
+
+    # Mask targets
+    sep = conv.sep + conv.roles[1]
+    for conversation, target in zip(conversations, targets):
+        total_len = int(target.ne(tokenizer.pad_token_id).sum())
+
+        rounds = conversation.split(conv.sep)
+        re_rounds = [conv.sep.join(rounds[:3])] # system + user + gpt
+        for conv_idx in range(3, len(rounds), 2):
+            re_rounds.append(conv.sep.join(rounds[conv_idx:conv_idx+2]))    # user + gpt
+        cur_len = 0
+        target[:cur_len] = IGNORE_INDEX
+        for i, rou in enumerate(re_rounds):
+            if rou == "":
+                break
+
+            parts = rou.split(sep)
+            if len(parts) != 2:
+                break
+            parts[0] += sep
+            round_len = len(tokenizer_X_token(rou, tokenizer, X_TOKEN_INDEX[X])) + len(tokenizer_X_token(conv.sep, tokenizer))
+            instruction_len = len(tokenizer_X_token(parts[0], tokenizer, X_TOKEN_INDEX[X]))
+            target[cur_len : cur_len + instruction_len] = IGNORE_INDEX
+
+            cur_len += round_len
+        target[cur_len:] = IGNORE_INDEX
+
+        if cur_len < tokenizer.model_max_length:
+            if cur_len != total_len:
+                target[:] = IGNORE_INDEX
+                print(
+                    f"WARNING: tokenization mismatch: {cur_len} vs. {total_len}."
+                    f" (ignored)"
+                )
+
+    return dict(
+        input_ids=input_ids,
+        labels=targets,
+    )
+
+
+def preprocess_plain(
+    sources: Sequence[str],
+    tokenizer: transformers.PreTrainedTokenizer,
+    X: str
+) -> Dict:
+    DEFAULT_TOKEN = DEFAULT_X_TOKEN[X]
+    # add end signal and concatenate together
+    conversations = []
+    for source in sources:
+        assert len(source) == 2
+        assert DEFAULT_TOKEN in source[0]['value']
+        source[0]['value'] = DEFAULT_TOKEN
+        conversation = source[0]['value'] + source[1]['value'] + conversation_lib.default_conversation.sep
+        conversations.append(conversation)
+    # tokenize conversations
+    input_ids = [tokenizer_X_token(prompt, tokenizer, X_TOKEN_INDEX[X], return_tensors='pt') for prompt in conversations]
+    targets = copy.deepcopy(input_ids)
+    for target, source in zip(targets, sources):
+        tokenized_len = len(tokenizer_X_token(source[0]['value'], tokenizer, X_TOKEN_INDEX[X]))
+        target[:tokenized_len] = IGNORE_INDEX
+
+    return dict(input_ids=input_ids, labels=targets)
+
+
+def preprocess(
+    sources: Sequence[str],
+    tokenizer: transformers.PreTrainedTokenizer,
+    has_X: str = None
+) -> Dict:
+    """
+    Given a list of sources, each is a conversation list. This transform:
+    1. Add signal '### ' at the beginning each sentence, with end signal '\n';
+    2. Concatenate conversations together;
+    3. Tokenize the concatenated conversation;
+    4. Make a deepcopy as the target. Mask human words with IGNORE_INDEX.
+    """
+    X = has_X if has_X is None else has_X.upper()
+    if conversation_lib.default_conversation.sep_style == conversation_lib.SeparatorStyle.PLAIN:
+        return preprocess_plain(sources, tokenizer, X=X)
+    if conversation_lib.default_conversation.sep_style == conversation_lib.SeparatorStyle.LLAMA_2:
+        return preprocess_llama_2(sources, tokenizer, X=X)
+    if conversation_lib.default_conversation.version.startswith("v1"):
+        return preprocess_v1(sources, tokenizer, X=X)
+    if conversation_lib.default_conversation.version == "mpt":
+        return preprocess_mpt(sources, tokenizer, X=X)
+    # add end signal and concatenate together
+    conversations = []
+    for source in sources:
+        header = f"{conversation_lib.default_conversation.system}\n\n"
+        conversation = _add_speaker_and_signal(header, source)
+        conversations.append(conversation)
+    # tokenize conversations
+    def get_tokenize_len(prompts):
+        return [len(tokenizer_X_token(prompt, tokenizer, X_TOKEN_INDEX[X])) for prompt in prompts]
+
+    if X is not None:
+        input_ids = [tokenizer_X_token(prompt, tokenizer, X_TOKEN_INDEX[X], return_tensors='pt') for prompt in conversations]
+    else:
+        conversations_tokenized = _tokenize_fn(conversations, tokenizer)
+        input_ids = conversations_tokenized["input_ids"]
+
+    targets = copy.deepcopy(input_ids)
+    for target, source in zip(targets, sources):
+        if X is not None:
+            tokenized_lens = get_tokenize_len([header] + [s["value"] for s in source])
+        else:
+            tokenized_lens = _tokenize_fn([header] + [s["value"] for s in source], tokenizer)["input_ids_lens"]
+        speakers = [sentence["from"] for sentence in source]
+        _mask_targets(target, tokenized_lens, speakers)
+
+    return dict(input_ids=input_ids, labels=targets)
+
+
+class LazySupervisedDataset(Dataset):
+    """Dataset for supervised fine-tuning."""
+
+    def __init__(self, data_path: str,
+                 tokenizer: transformers.PreTrainedTokenizer,
+                 data_args: DataArguments):
+        super(LazySupervisedDataset, self).__init__()
+        list_data_dict = json.load(open(data_path, "r"))
+
+        rank0_print("Formatting inputs...Skip in lazy mode")
+        self.tokenizer = tokenizer
+        self.list_data_dict = list_data_dict
+        self.data_args = data_args
+
+    def __len__(self):
+        # return 20
+        return len(self.list_data_dict)
+
+    @property
+    def lengths(self):
+        length_list = []
+        for sample in self.list_data_dict:
+            img_tokens = 128 if any([x.lower() in sample for x in DEFAULT_X_TOKEN.keys()]) else 0
+            length_list.append(sum(len(conv['value'].split()) for conv in sample['conversations']) + img_tokens)
+        return length_list
+
+    @property
+    def modality_lengths(self):
+        length_list = []
+        for sample in self.list_data_dict:
+            cur_len = sum(len(conv['value'].split()) for conv in sample['conversations'])
+            cur_len = cur_len if any([x.lower() in sample for x in DEFAULT_X_TOKEN.keys()]) else -cur_len
+            length_list.append(cur_len)
+        return length_list
+
+    def __getitem__(self, i) -> Dict[str, torch.Tensor]:
+        '''
+        {
+            "id": "004539375",
+            "image": "00453/004539375.jpg",
+            "conversations": [
+              {
+                "from": "human",
+                "value": "Render a clear and concise summary of the photo.\n<image>"
+              },
+              {
+                "from": "gpt",
+                "value": "select luxury furniture 3 - inch gel memory foam mattress topper"
+              }
+            ]
+        },
+        '''
+        try:
+            has_X = None
+            sources = self.list_data_dict[i]
+            if isinstance(i, int):
+                sources = [sources]
+            assert len(sources) == 1, "Don't know why it is wrapped to a list"  # FIXME
+            if 'image' in sources[0]:
+                image_file = self.list_data_dict[i]['image']
+                image_folder = self.data_args.image_folder
+                processor = self.data_args.image_processor
+                image = Image.open(os.path.join(image_folder, image_file)).convert('RGB')
+                if self.data_args.image_aspect_ratio == 'pad':
+                    def expand2square(pil_img, background_color):
+                        width, height = pil_img.size
+                        if width == height:
+                            return pil_img
+                        elif width > height:
+                            result = Image.new(pil_img.mode, (width, width), background_color)
+                            result.paste(pil_img, (0, (width - height) // 2))
+                            return result
+                        else:
+                            result = Image.new(pil_img.mode, (height, height), background_color)
+                            result.paste(pil_img, ((height - width) // 2, 0))
+                            return result
+                    image = expand2square(image, tuple(int(x*255) for x in processor.image_mean))
+                    image = processor.preprocess(image, return_tensors='pt')['pixel_values'][0]
+                else:
+                    image = processor.preprocess(image, return_tensors='pt')['pixel_values'][0]
+                sources = preprocess_multimodal(copy.deepcopy([e["conversations"] for e in sources]), self.data_args)
+                has_X = 'image'
+
+            elif 'video' in sources[0]:
+                video_file = self.list_data_dict[i]['video']
+                video_folder = self.data_args.video_folder
+                processor = self.data_args.video_processor
+                video = os.path.join(video_folder, video_file)
+                # print(video)
+                video = processor(video, return_tensors='pt')['pixel_values'][0]
+                # print(video, 'success')
+                sources = preprocess_multimodal(copy.deepcopy([e["conversations"] for e in sources]), self.data_args)
+                has_X = 'video'
+            else:
+                sources = copy.deepcopy([e["conversations"] for e in sources])
+
+
+            data_dict = preprocess(
+                sources,
+                self.tokenizer,
+                has_X=has_X)
+            if isinstance(i, int):
+                data_dict = dict(input_ids=data_dict["input_ids"][0],
+                                 labels=data_dict["labels"][0])
+
+            # image exist in the data
+            if 'image' in self.list_data_dict[i]:
+                data_dict['image'] = image
+            elif 'video' in self.list_data_dict[i]:
+                data_dict['video'] = video
+                # print('success video')
+                
+            elif self.data_args.is_multimodal:
+                # image does not exist in the data, but the model is multimodal
+                # 目前只支持一个sample一个modal
+                if hasattr(self.data_args, 'image_processor') and hasattr(self.data_args, 'video_processor'):
+                    # crop_size = self.data_args.image_processor.crop_size
+                    crop_size = dict(height=224, width=224)
+                    data_dict['image'] = torch.zeros(3, crop_size['height'], crop_size['width'])
+                else:
+                    if hasattr(self.data_args, 'image_processor'):
+                        crop_size = self.data_args.image_processor.crop_size
+                        data_dict['image'] = torch.zeros(3, crop_size['height'], crop_size['width'])
+                    if hasattr(self.data_args, 'video_processor'):
+                        data_dict['video'] = torch.zeros(3, 8, 224, 224)
+            return data_dict
+        except Exception as e:
+            print(f'Error with {e}')
+            return self.__getitem__(random.randint(0, self.__len__()-1))
+
+@dataclass
+class DataCollatorForSupervisedDataset(object):
+    """Collate examples for supervised fine-tuning."""
+
+    tokenizer: transformers.PreTrainedTokenizer
+
+    def __call__(self, instances: Sequence[Dict]) -> Dict[str, torch.Tensor]:
+        input_ids, labels = tuple([instance[key] for instance in instances]
+                                  for key in ("input_ids", "labels"))
+        input_ids = torch.nn.utils.rnn.pad_sequence(
+            input_ids,
+            batch_first=True,
+            padding_value=self.tokenizer.pad_token_id)
+        labels = torch.nn.utils.rnn.pad_sequence(labels,
+                                                 batch_first=True,
+                                                 padding_value=IGNORE_INDEX)
+        input_ids = input_ids[:, :self.tokenizer.model_max_length]
+        labels = labels[:, :self.tokenizer.model_max_length]
+        batch = dict(
+            input_ids=input_ids,
+            labels=labels,
+            attention_mask=input_ids.ne(self.tokenizer.pad_token_id),
+        )
+
+        # if 'image' in instances[0]:
+        #     images = [instance['image'] for instance in instances]
+        #     if all(x is not None and x.shape == images[0].shape for x in images):
+        #         batch['images'] = torch.stack(images)
+        #     else:
+        #         batch['images'] = images
+        '''
+        X_modalities [
+        [img_feature, img_feature, video_feature, audio_feature],
+        ['image', 'image', 'video', 'audio']
+        ]
+        '''
+        # X_modalities = []
+        Xs, keys = [], []
+        for instance in instances:
+            for x in DEFAULT_X_TOKEN.keys():
+                x = x.lower()
+                if x in instance:
+                    Xs.append(instance[x])
+                    keys.append(x)
+        batch['images'] = [Xs, keys]  # we do not change the key's name.
+        return batch
+
+
+def make_supervised_data_module(tokenizer: transformers.PreTrainedTokenizer,
+                                data_args) -> Dict:
+    """Make dataset and collator for supervised fine-tuning."""
+    train_dataset = LazySupervisedDataset(tokenizer=tokenizer,
+                                data_path=data_args.data_path,
+                                data_args=data_args)
+    data_collator = DataCollatorForSupervisedDataset(tokenizer=tokenizer)
+    return dict(train_dataset=train_dataset,
+                eval_dataset=None,
+                data_collator=data_collator)
+
+
+def train():
+    global local_rank
+    parser = transformers.HfArgumentParser(
+        (ModelArguments, DataArguments, TrainingArguments))
+    model_args, data_args, training_args = parser.parse_args_into_dataclasses()
+    local_rank = training_args.local_rank
+    compute_dtype = (torch.float16 if training_args.fp16 else (torch.bfloat16 if training_args.bf16 else torch.float32))
+
+    bnb_model_from_pretrained_args = {}
+    if training_args.bits in [4, 8]:
+        from transformers import BitsAndBytesConfig
+        bnb_model_from_pretrained_args.update(dict(
+            device_map={"": training_args.device},
+            load_in_4bit=training_args.bits == 4,
+            load_in_8bit=training_args.bits == 8,
+            quantization_config=BitsAndBytesConfig(
+                load_in_4bit=training_args.bits == 4,
+                load_in_8bit=training_args.bits == 8,
+                llm_int8_threshold=6.0,
+                llm_int8_has_fp16_weight=False,
+                bnb_4bit_compute_dtype=compute_dtype,
+                bnb_4bit_use_double_quant=training_args.double_quant,
+                bnb_4bit_quant_type=training_args.quant_type # {'fp4', 'nf4'}
+            )
+        ))
+
+    if model_args.image_tower is not None or model_args.video_tower is not None:  ####################################################
+        if 'mpt' in model_args.model_name_or_path:
+            config = transformers.AutoConfig.from_pretrained(model_args.model_name_or_path, trust_remote_code=True)
+            config.attn_config['attn_impl'] = training_args.mpt_attn_impl
+            model = LlavaMPTForCausalLM.from_pretrained(
+                model_args.model_name_or_path,
+                config=config,
+                cache_dir=training_args.cache_dir,
+                **bnb_model_from_pretrained_args
+            )
+        else:
+            model = LlavaLlamaForCausalLM.from_pretrained(
+                model_args.model_name_or_path,
+                cache_dir=training_args.cache_dir,
+                **bnb_model_from_pretrained_args
+            )
+    else:
+        model = transformers.LlamaForCausalLM.from_pretrained(
+            model_args.model_name_or_path,
+            cache_dir=training_args.cache_dir,
+            **bnb_model_from_pretrained_args
+        )
+    model.config.use_cache = False
+    model.config.X = model_args.X
+
+    if model_args.freeze_backbone:
+        model.model.requires_grad_(False)
+
+    if training_args.bits in [4, 8]:
+        from peft import prepare_model_for_kbit_training
+        model.config.torch_dtype=(torch.float32 if training_args.fp16 else (torch.bfloat16 if training_args.bf16 else torch.float32))
+        model = prepare_model_for_kbit_training(model, use_gradient_checkpointing=training_args.gradient_checkpointing)
+
+    if training_args.gradient_checkpointing:
+        if hasattr(model, "enable_input_require_grads"):
+            model.enable_input_require_grads()
+        else:
+            def make_inputs_require_grad(module, input, output):
+                output.requires_grad_(True)
+            model.get_input_embeddings().register_forward_hook(make_inputs_require_grad)
+
+    if training_args.lora_enable:
+        from peft import LoraConfig, get_peft_model
+        lora_config = LoraConfig(
+            r=training_args.lora_r,
+            lora_alpha=training_args.lora_alpha,
+            target_modules=find_all_linear_names(model),
+            lora_dropout=training_args.lora_dropout,
+            bias=training_args.lora_bias,
+            task_type="CAUSAL_LM",
+        )
+        if training_args.bits == 16:
+            if training_args.bf16:
+                model.to(torch.bfloat16)
+            if training_args.fp16:
+                model.to(torch.float16)
+        rank0_print("Adding LoRA adapters...")
+        model = get_peft_model(model, lora_config)
+
+    if 'mpt' in model_args.model_name_or_path:
+        tokenizer = transformers.AutoTokenizer.from_pretrained(
+            model_args.model_name_or_path,
+            cache_dir=training_args.cache_dir,
+            model_max_length=training_args.model_max_length,
+            padding_side="right"
+        )
+    else:
+        tokenizer = transformers.AutoTokenizer.from_pretrained(
+            model_args.model_name_or_path,
+            cache_dir=training_args.cache_dir,
+            model_max_length=training_args.model_max_length,
+            padding_side="right",
+            use_fast=False,
+        )
+
+    if model_args.version == "v0":
+        if tokenizer.pad_token is None:
+            smart_tokenizer_and_embedding_resize(
+                special_tokens_dict=dict(pad_token="[PAD]"),
+                tokenizer=tokenizer,
+                model=model,
+            )
+    elif model_args.version == "v0.5":
+        tokenizer.pad_token = tokenizer.unk_token
+    else:
+        tokenizer.pad_token = tokenizer.unk_token
+        if model_args.version in conversation_lib.conv_templates:
+            conversation_lib.default_conversation = conversation_lib.conv_templates[model_args.version]
+        else:
+            conversation_lib.default_conversation = conversation_lib.conv_templates["vicuna_v1"]
+
+    if model_args.image_tower is not None or model_args.video_tower is not None:  #############################
+
+        if model_args.image_tower is not None:
+            model.get_model().initialize_image_modules(
+                model_args=model_args,
+                fsdp=training_args.fsdp
+            )
+            image_tower = model.get_image_tower()
+            image_tower.to(dtype=torch.bfloat16 if training_args.bf16 else torch.float16, device=training_args.device)
+
+            data_args.image_processor = image_tower.image_processor
+            data_args.is_multimodal = True
+
+            model.config.image_aspect_ratio = data_args.image_aspect_ratio
+            model.config.image_grid_pinpoints = data_args.image_grid_pinpoints
+
+        if model_args.video_tower is not None:
+            model.get_model().initialize_video_modules(
+                model_args=model_args,
+                fsdp=training_args.fsdp
+            )
+            video_tower = model.get_video_tower()
+            video_tower.to(dtype=torch.bfloat16 if training_args.bf16 else torch.float16, device=training_args.device)
+
+            data_args.video_processor = video_tower.video_processor
+            data_args.is_multimodal = True
+
+            # model.config.image_aspect_ratio = data_args.image_aspect_ratio
+            # model.config.image_grid_pinpoints = data_args.image_grid_pinpoints
+
+        model.config.tune_mm_mlp_adapter = training_args.tune_mm_mlp_adapter = model_args.tune_mm_mlp_adapter
+        if model_args.tune_mm_mlp_adapter:
+            model.requires_grad_(False)
+            for p in model.get_model().mm_projector.parameters():
+                p.requires_grad = True
+
+        model.config.freeze_mm_mlp_adapter = training_args.freeze_mm_mlp_adapter
+        if training_args.freeze_mm_mlp_adapter:
+            for p in model.get_model().mm_projector.parameters():
+                p.requires_grad = False
+
+        if training_args.bits in [4, 8]:
+            model.get_model().mm_projector.to(dtype=compute_dtype, device=training_args.device)
+
+        model.config.mm_use_x_start_end = data_args.mm_use_x_start_end = model_args.mm_use_x_start_end
+        training_args.use_x_start_end = model_args.mm_use_x_start_end
+        model.config.mm_use_x_patch_token = model_args.mm_use_x_patch_token
+        model.initialize_X_tokenizer(model_args, tokenizer=tokenizer)
+
+    ###################
+    # for p in model.get_model().layers.parameters():
+    #     p.requires_grad = False
+    # for p in model.get_model().norm.parameters():
+    #     p.requires_grad = False
+    # for p in model.get_model().embed_tokens.parameters():
+    #     p.requires_grad = False
+    # for p in model.lm_head.parameters():
+    #     p.requires_grad = False
+    #################
+    if training_args.bits in [4, 8]:
+        from peft.tuners.lora import LoraLayer
+        for name, module in model.named_modules():
+            if isinstance(module, LoraLayer):
+                if training_args.bf16:
+                    module = module.to(torch.bfloat16)
+            if 'norm' in name:
+                module = module.to(torch.float32)
+            if 'lm_head' in name or 'embed_tokens' in name:
+                if hasattr(module, 'weight'):
+                    if training_args.bf16 and module.weight.dtype == torch.float32:
+                        module = module.to(torch.bfloat16)
+
+    data_module = make_supervised_data_module(tokenizer=tokenizer,
+                                              data_args=data_args)
+
+    #################
+    # print(f'{training_args}')
+    # print(f'{model_args}')
+    for n, p in model.named_parameters():
+        if p.requires_grad:
+            print(f'{n}==>{p.requires_grad}')
+    print(f'{model}')
+    print(model.device)
+    #################
+
+    trainer = LLaVATrainer(model=model,
+                    tokenizer=tokenizer,
+                    args=training_args,
+                    **data_module)
+
+    if list(pathlib.Path(training_args.output_dir).glob("checkpoint-*")):
+        trainer.train(resume_from_checkpoint=True)
+    else:
+        trainer.train()
+    trainer.save_state()
+
+    model.config.use_cache = True
+
+    if training_args.lora_enable:
+        state_dict = get_peft_state_maybe_zero_3(
+            model.named_parameters(), training_args.lora_bias
+        )
+        non_lora_state_dict = get_peft_state_non_lora_maybe_zero_3(
+            model.named_parameters()
+        )
+        if training_args.local_rank == 0 or training_args.local_rank == -1:
+            model.config.save_pretrained(training_args.output_dir)
+            model.save_pretrained(training_args.output_dir, state_dict=state_dict)
+            torch.save(non_lora_state_dict, os.path.join(training_args.output_dir, 'non_lora_trainables.bin'))
+    else:
+        safe_save_model_for_hf_trainer(trainer=trainer,
+                                       output_dir=training_args.output_dir)
+
+
+if __name__ == "__main__":
+    train()
diff --git a/llava/train/train_mem.py b/llava/train/train_mem.py
new file mode 100644
index 0000000000000000000000000000000000000000..2487d317855b27d5b07a755ee0389667e4964f02
--- /dev/null
+++ b/llava/train/train_mem.py
@@ -0,0 +1,13 @@
+# Adopted from https://github.com/lm-sys/FastChat. Below is the original copyright:
+# Adopted from tatsu-lab@stanford_alpaca. Below is the original copyright:
+# Make it more memory efficient by monkey patching the LLaMA model with FlashAttn.
+
+# Need to call this before importing transformers.
+from llava.train.llama_flash_attn_monkey_patch import replace_llama_attn_with_flash_attn
+
+replace_llama_attn_with_flash_attn()
+
+from llava.train.train import train
+
+if __name__ == "__main__":
+    train()
diff --git a/llava/train/train_xformers.py b/llava/train/train_xformers.py
new file mode 100644
index 0000000000000000000000000000000000000000..c0ef8212cc78f6049341376ccee40c0b4beed742
--- /dev/null
+++ b/llava/train/train_xformers.py
@@ -0,0 +1,13 @@
+# Make it more memory efficient by monkey patching the LLaMA model with xformers attention.
+
+# Need to call this before importing transformers.
+from llava.train.llama_xformers_attn_monkey_patch import (
+    replace_llama_attn_with_xformers_attn,
+)
+
+replace_llama_attn_with_xformers_attn()
+
+from llava.train.train import train
+
+if __name__ == "__main__":
+    train()
\ No newline at end of file
diff --git a/llava/utils.py b/llava/utils.py
new file mode 100644
index 0000000000000000000000000000000000000000..8f7163c0ba1d9a81d81a950bce61e0f0db06066e
--- /dev/null
+++ b/llava/utils.py
@@ -0,0 +1,126 @@
+import datetime
+import logging
+import logging.handlers
+import os
+import sys
+
+import requests
+
+from llava.constants import LOGDIR
+
+server_error_msg = "**NETWORK ERROR DUE TO HIGH TRAFFIC. PLEASE REGENERATE OR REFRESH THIS PAGE.**"
+moderation_msg = "YOUR INPUT VIOLATES OUR CONTENT MODERATION GUIDELINES. PLEASE TRY AGAIN."
+
+handler = None
+
+
+def build_logger(logger_name, logger_filename):
+    global handler
+
+    formatter = logging.Formatter(
+        fmt="%(asctime)s | %(levelname)s | %(name)s | %(message)s",
+        datefmt="%Y-%m-%d %H:%M:%S",
+    )
+
+    # Set the format of root handlers
+    if not logging.getLogger().handlers:
+        logging.basicConfig(level=logging.INFO)
+    logging.getLogger().handlers[0].setFormatter(formatter)
+
+    # Redirect stdout and stderr to loggers
+    stdout_logger = logging.getLogger("stdout")
+    stdout_logger.setLevel(logging.INFO)
+    sl = StreamToLogger(stdout_logger, logging.INFO)
+    sys.stdout = sl
+
+    stderr_logger = logging.getLogger("stderr")
+    stderr_logger.setLevel(logging.ERROR)
+    sl = StreamToLogger(stderr_logger, logging.ERROR)
+    sys.stderr = sl
+
+    # Get logger
+    logger = logging.getLogger(logger_name)
+    logger.setLevel(logging.INFO)
+
+    # Add a file handler for all loggers
+    if handler is None:
+        os.makedirs(LOGDIR, exist_ok=True)
+        filename = os.path.join(LOGDIR, logger_filename)
+        handler = logging.handlers.TimedRotatingFileHandler(
+            filename, when='D', utc=True)
+        handler.setFormatter(formatter)
+
+        for name, item in logging.root.manager.loggerDict.items():
+            if isinstance(item, logging.Logger):
+                item.addHandler(handler)
+
+    return logger
+
+
+class StreamToLogger(object):
+    """
+    Fake file-like stream object that redirects writes to a logger instance.
+    """
+    def __init__(self, logger, log_level=logging.INFO):
+        self.terminal = sys.stdout
+        self.logger = logger
+        self.log_level = log_level
+        self.linebuf = ''
+
+    def __getattr__(self, attr):
+        return getattr(self.terminal, attr)
+
+    def write(self, buf):
+        temp_linebuf = self.linebuf + buf
+        self.linebuf = ''
+        for line in temp_linebuf.splitlines(True):
+            # From the io.TextIOWrapper docs:
+            #   On output, if newline is None, any '\n' characters written
+            #   are translated to the system default line separator.
+            # By default sys.stdout.write() expects '\n' newlines and then
+            # translates them so this is still cross platform.
+            if line[-1] == '\n':
+                self.logger.log(self.log_level, line.rstrip())
+            else:
+                self.linebuf += line
+
+    def flush(self):
+        if self.linebuf != '':
+            self.logger.log(self.log_level, self.linebuf.rstrip())
+        self.linebuf = ''
+
+
+def disable_torch_init():
+    """
+    Disable the redundant torch default initialization to accelerate model creation.
+    """
+    import torch
+    setattr(torch.nn.Linear, "reset_parameters", lambda self: None)
+    setattr(torch.nn.LayerNorm, "reset_parameters", lambda self: None)
+
+
+def violates_moderation(text):
+    """
+    Check whether the text violates OpenAI moderation API.
+    """
+    url = "https://api.openai.com/v1/moderations"
+    headers = {"Content-Type": "application/json",
+               "Authorization": "Bearer " + os.environ["OPENAI_API_KEY"]}
+    text = text.replace("\n", "")
+    data = "{" + '"input": ' + f'"{text}"' + "}"
+    data = data.encode("utf-8")
+    try:
+        ret = requests.post(url, headers=headers, data=data, timeout=5)
+        flagged = ret.json()["results"][0]["flagged"]
+    except requests.exceptions.RequestException as e:
+        flagged = False
+    except KeyError as e:
+        flagged = False
+
+    return flagged
+
+
+def pretty_print_semaphore(semaphore):
+    if semaphore is None:
+        return "None"
+    return f"Semaphore(value={semaphore._value}, locked={semaphore.locked()})"